Ahmad Akkad Ahmad Akkad

TP1
pre-intermediate level

Description

This lesson sets a general context for all lessons today and introduces some functional language and vocabulary. Ss may know some of this, but think about how to convey meaning (pictures, mimes, definitions, etc.) and check Ss understand, and how to allow for some personalised practice at the end. You should follow the stages for a guided discovery language through a text lesson (with a PPP framework):

Materials

Abc Wkbk
Abc English Unlimited– Ss Bk,

Main Aims

  • To provide practice of language used for to talk about personal experiences in the context of music in the context of music

Subsidiary Aims

  • To provide gist listening practice using a text about an interview in the context of musical instruments in the context of music

Procedure

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

Remember to re-introduce yourself and check Ss’ names . Start with eliciting music ( use pictures?). DO ex.1 . Have the Ss answer the questions in pairs. Elicit a few answers as feedback.

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

Set the context of the listening (introduce Natalie a little bit) Gist Listening: Do ex. 2. Play the recording once, get them to check their answers in pairs, and then elicit the answers quickly.

Highlighting (5-5 minutes) • To draw students' attention to the target language

through Detailed Listening and Focus on the Functional Language Do ex. 5 – have the Ss work in pairs for this matching, then play the recording for them to check as whole-class feedback (w/c FB).

Clarification of Functional Language (6-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Check briefly that they understand the meaning of the phrases (using concept check questions (CCQs) or another technique), any bits of form they might need (parts of speech, etc.) and do a few pronunciation drills.

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

Do ex. 2 in the WB. Let them work in pairs and check with other pairs, and then check the answers in w/c FB (either by eliciting or giveing an Answer Key)

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

Do SsBk ex. 6. Monitor carefully to help the Ss with their individual sentences. As error correction, you could put a few errors on the whiteboard (w/b) from their sentences (changing any specific details that would identify the Ss) and elicit corrections

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

(Ex7 ??)Think of a way to get the Ss to use the sentences they’ve created in a meaningful way to get them talking to each other (maybe some of them are true and some are false? Maybe they mix them up and find the right person? Maybe they mingle until they find a person who has similar musical experiences as them? Think about how to give FB and wrap up the lesson.

Web site designed by: Nikue