CELTS TP2
Intermediate level

Description

In this lesson Students will get to review/ clarify and practice Verb patterns (V-ing Vs to)

Materials

Abc Photocopy of Exercise 3a and 3b
Abc Envelopes Containing sentences
Abc White Board
Abc Listening Transcript

Main Aims

  • To provide clarification, review and practice of Verb patterns (V-ing Vs 'to) in the context of Keeping in touch and communication

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion about agreeing or disagreeing in the context of Communication

Procedure

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

1) Elicit from Ss what the previous lessons topic was CCQ's What was the general conversation about in the listening track? Who spoke to who? What did they talk about? why was Deniz always so busy? Why was his/her friend Graham worried about Deniz? What item does Deniz struggle to put down? 2) Show an old British Telecom advert with the slogan "Its good to talk" After the video get Ss to discuss the Video and answer the questions "What was the advert trying to encourage"? Ccqs - Looking at the video what was the tag line? What do you think the advert was encouraging people to do? What do you notice about the couple? Do you think they have the same problem as Deniz?

Exposure to target Language It's + Adjective (6-8 minutes) • To provide context for the target language through a text or situation

1) Make Ss aware of the words on the board (amazing, difficult, tiring) Also have on the board today's focus (It's + Adjective + -ing form, it's + Adjective + infinitive and it's + Adjective + questions word) Write part of a sentence that is discussed in the previous listening activity (as found in Exercise 1) It's ................ being on call all the time. Ss turn and talk to their partner 30 Seconds to find a suitable word The elicit answers for the question. Ccq If I had to work all the time I would feel...? Having to be available to take calls any time day or night how would I feel? which word looks like how I feel? 2) Give students the transcript with some words blanked out, ask Ss to quickly read the transcript and fill the blanks (1 min) 3) Ss to Turn and check with a friend FB WG write sentences up choose Ss to insert their answers Ccq's Difficult I really want to relax but i cant because ...? It's not easy to relax having constant emails it's really .... ? If I have to answer the phone all the time could I follow a TV serious? How would I manage? Tiring If I cant relax I will feel so ....? I have no energy i'm really? standing all day is really?

Highlighting - Modeling and Drilling of Sentences (3-5 minutes) • To draw students' attention to the pronunciation of target language

Now Ss are aware of Target language and the sentences we are looking at Model and drill the following phrases 1) It's tiring being on call all the time 2) It's difficult to relax sometimes 3) It's amazing how much I miss the buz of work Extra statements (to drill) 1) It's tiring learning English 2) Its difficult learning another language 3) It's amazing how fast this class learns

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Exercise 2a !) Group the Ss 2) Write the jumbled first sentence on the board Ask in their groups to put the sentence in the correct order, when done hands up First team with their hands up come up and write the sentence up correctly Ask the other groups if it is the same as they got do they agree? Any difference write them up and discuss. Use gesture point to the rule on the board: It's adjective + infinitive Ccq which word is the adjective 3) Provide Ss with envelopes containing sentences cut up Ss then have to work groups of 4 to make the sentence then write the completed sentence on the board. Once all the sentences are written up groups have chance to analyse their sentence with the others written up and to correct if desired Winning team first to have all sentences written correct FB Check through the sentences, Ask Ss from another group to point to the rule on board to support the other groups or ask the group themselves Ccqs which type of sentence is it? Is it a question? does the adjective end in ing? Which word is the adjective? Model and drill sentence 3 and 4

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Exercise 2 (b) Keeping Sentences up on the board Ss in pairs to discuss the sentences they just made Qu on the board Do you agree with the sentences why? Why not? (2 mins) FB. Choose couples at random ask them to choose a sentence and tell us what the other person thought (Did they agree with the sentence Why? or why not?) Ccqs: does (Ss name) Agree with (Qu number)? what was their opinion? Rephrase the questions in Exercise 2a. Did you agree? what do you think? why? is that the same answer as your partner? how is it different to your partners?

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Exercise 3a and 3b Ss individually complete activity 3a and 3b 1) Ss handed exercise 3a and 3b on a slip of paper 2) Ss complete the activity FB Randomely choose Ss to tell us the ones they choose for a given area At work, At home or going out. Then ask the Ss why for a random answer to check context and meaning. Ccq's Does it take too much time? Do you wast time doing this? do/did you do it a lot? Then ask which extra one they added and why (Exercise 3b) use above Ccqs to check meaning or context.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Exercise 4 Ss back in groups of 4 (if time change groups) 1) Ask Ss to discuss all the ideas from 3a and 3b try to choose three things that they all agree are a waste of time. (2 mins) Monitor and record FB Highlight good language and highlight some poor conversations or language, correct as a WG.

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