Generalizations and exceptions
upper intermediate level

Description

This is a functional lesson with the main aim of developing Ss’ speaking by raising their awareness of how to make generalisations and exceptions by following a model. Time-wise, you might not have time for all of the Language focus tasks, so choose the ones you think are most useful to getting the Ss on to the final speaking stage. Follow the stages of a productive skills lesson

Materials

Abc H/O 1
Abc Hand Out Gen.
Abc Audio File mistakes esl
Abc Power Point

Main Aims

  • To give Ss practice in speaking for fluency and making generalizations and exceptions.

Subsidiary Aims

  • To Listen for specific/detailed information

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show the phrase on the board, have students share ideas with a peer. Take FB and write some ideas on the board. Move ex.2. Ss with peers find some exceptions, assist where needed. Take group FB.

Exposure 1 (7-8 minutes) • Listening for specific detail information

Tell students they will listen to three people answer the same question and they must check to see if they had any of the same ideas. (LISTENING ex 1 H/O) check with peers. Take FB. Play twice IF NEEDED

Exposure 2 (5-6 minutes) • Listening for Detail

Ex 2. Tell students to listen for details and label T/F/DS. Pass out H/O 1. Play audio, repeat if needed. Check with peers and then take FB. Display answers or answer as a group.

Useful Language 1 (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Use Hand Out Gen. to show the language used for generalizations in LF 1. Ss complete first exercise in pairs to underline. Take FB and make their own example. Take 1-2 FB examples and write.

Useful Language 2-3 (6-10 minutes) • To highlight and clarify useful language for coming productive tasks

Move to L.F. ex 2. Change peer groups. Instruct students to read the sentences and fill in the sentences with the missing word from the box. Display on board and check answers as a groups. Take FB. Explain/elicit meaning/synonyms. L.F. ex 3. Display on board. Explain to students that they must cross 2 out. Work in peers and check answers in group FB. If time allows pronunciation and letter stress for ex 3. Use in an example.

Productive Task(s) (9-10 minutes) • To provide an opportunity to practice target productive skills

Display on the board the sentences from LF 1. Explain to students they must choose one and think of as many exceptions as they can. While Ss discuss in groups, monitor and take notes of language during group FB

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

Take some group FB from groups. See if some groups agreed or disagreed. Give delayed correction error on the board.

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