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TP 6 LESSON PLAN
Intermediate level

Description

This lesson will mainly focus on vocabulary, phrasal verbs, in the context of unusual journeys through listening for gist and detail besides speaking practices using the target language.

Materials

Abc Handout 4 / the table of the rules
Abc Handout 6 / exercises on pages 126-129
Abc Handout 5 / ex. 3
Abc Handout 3 / ex. 1
Abc Handout 2 / questions for details
Abc Handout 1 / pictures

Main Aims

  • To provide clarification and practice of phrasal verbs in the context of unusual journeys

Subsidiary Aims

  • To provide a semi-controlled speaking practice (question-answer) using the target language.
  • To provide lisening for gist and detail in the context of three unusual journeys

Procedure

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

- Ask: Have you ever had an unusual journey or do you know someone who has had it? - Point at the pictures of the listening and ask Ss what they see and they are doing; have them guess what kind of journeys they will listen to, usual or unusual?

Listening for gist (3-5 minutes) • To have the Ss understand the gist of the text

- Instruct Ss to match 2 pictures to each journey and play recording. ICQ if needed: How many stories are we going to listen? (3) How many pictures are we going to match to each journey? (2) - Peer check and WGFB

Listening for detail (6-8 minutes) • To provide listening practice for detail

- Tell Ss will answer the questions about 3 journeys and let them read the questions at first. - Play the recording and peer check. - Post the feedback on the walls around the classroom

Focus on meaning (10-12 minutes) • To clarify the meaning of the target language

- To elicit and write on the board: 'A farmer sorted out the problem.' ask: 'What is the problem in the first journey? Who sorted out (solved, fixed / found a solution to) the problem?' - Ask Ss what kind of a verb 'sort out' is, try to elicit phrasal verb. - Ask if it has the same meaning as 'sort' has, then have them compare and see the difference. - If it is not clear enough with the Ss, give another example. - Pointing at the handout (ex.1), instruct the Ss to match phrasal verbs to the definitions in pairs. - Nominate a strong S to play the teacher and check the answers with the class.

Focus on form (6-8 minutes) • To highlight the form and learn more about the rules related with the form through a table of the rules

- Elicit highlighting the form on the board - Have the Ss get more information related with the rules (the table in the book) and ask the question in ex. 2 to check their understanding the difference between separable and inseparable phrasal verbs. - Then instruct them to do ex. 3 in pairs, then WGFB.

Focus on Pronunciation (3-5 minutes) • To drill focusing on word linking

- Focus on word linking. - Model and drill some phrasal verbs in ex.3.

Controlled Practice (4-6 minutes) • To provide a controlled practice of meaning

- Instruct to complete the questions with correct phrasal verbs. - Pair work and have each S pull out one answer from the pocket you have.

Semi-controlled Practice (6-8 minutes) • To provide a semi-controlled speaking practice

- Have the Ss discuss the questions in the previous activity.

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