18/03/2014 Tuesday Tp 2a - Future Plans
To provide practice of vocabulary and phrases in the context of communication
To provide fluency speaking practice in a discussion in the context of communication
Procedure (45 minutes)
T projects Mark Zuckerberg's picture on smart-board and asks SS what they know about him. O/C discussion.If SS can not find out who he is, T gives some clues about him,like: "Everyday you use his social networking service" . Next, a big Facebook symbol comes on Mark's picture .T repeats the question O/C discuss.T asks SS whether they use Facebook W/C answers. Then, T pairs the SS and gets them involved in discussing why they use it. W/C F/B
In the F/B part of Stage 1, while SS are mentioning the reasons of using Facebook, T stresses the target vocabulary gossip and chat through some questions. For example; "do you use Facebook for gossip?" "do you chat with your friends in Facebook?" T uses body language while pronouncing these sentences.
T divides the class into four groups and introduces the new stage and says: "OK now we are gonna learn some new vocabulary"( teacher uses the word gonna as it is taught by the previous teacher) T opens the slideshow and target words show up on smart-board one by one, T just pronounces the words. Next, T gives out 8 paper-cuts(with the target vocabulary and with their definitions on them )and a worksheet with 8 pictures to each group and makes them match these pictures with the words G/W . After the matching part, T randomly projects each picture on smart-board and nominates each group one by one to tell their matching for that picture.
T gives the instructions and makes SS do the exercise alone( p 34 8A). Then pairs the SS and makes them check each others' answers. W/C F/B. T asks who says these sentences, teenagers or parents? and gives SS 1 min to discuss with their pair O/C F/B.
T clarifies the task for the SS;T plays the listening track of Exercise 8A and at the end of the each sentence she stops and SS copy the intonation.
T gives the instructions and does the first as an example with class.SS work alone to underline phrases that involve communicating (p 150 1A ). Then W/C F/B.
T again gives the instructions and SS match the phrases alone (p 150 1B ). T pairs the SS and pair check before W/C F/B
T gives SS a little paper (with several symbols like heart, moaned girl on it etc.) and tells them to think of their teenager years. T wants SS to fill in the parts below the symbols with their teenager experiences. T tells SS to do the activity alone.( for ex; below the symbol of heart SS will write what they loved when they were a teenager) .Ss take notes.T monitors and provides help if needed.Then T gives the second fill-in handout and ss this time write about now. Ss take notes. T monitors Then SS dsicuss in groups. Later O/C discussion.
T projects the Exercise 9C on p 34 on smartboard,and this time, wants SS to think of now and to think of people they enjoy chatting to, moan about etc.T tells SS to do the exercise alone.
After the end of the exercises 9A and 9B , W/C F/B