Anna Anna

Plan Int BR Vocabulary
Intermediate level

Materials

Abc Find someone who... Role-play
Abc scheme for memorizing
Abc Gap-fill and match handout
Abc TL list
Abc Vocabulary scheme
Abc Listening
Abc Priority Pyramid Cards

Main Aims

  • To provide fluency in the context of using the TL connected to the topic of companies description and speaking on person job responsibil
  • To provide practice in the context of using the TL connected to the topic of companies description
  • To provide clarification in the context on the target language on companies and what they do
  • To provide practice in the context of the target language on the topic about companies and what they do and personal responsibilities To provide clarification in the context of the target language on companies and what they do and personal responsibilities

Subsidiary Aims

  • To provide review of of the topic and TL on job responsibilities
  • To provide opportunity to develop listening skills

Procedure

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

T asks Ss to work on Priority Pyramids related to their jobs. Ss first work individually prioritizing job-related factors, then comparing in pairs their results and then giving content feedback to the whole class. Opt. As a part of the content-feedback stage T might want to discuss questions from the 'Starting Point" p 6 SB.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss listen to 3 people introducing themselves. while they listen they fill in the table ( the copies are distributed) with relevant information. Then they peer check and report to the class. T spells the names beforehand on the board and optionally elicits and pre-teaches the vocab might be found difficult (retail chain, headquarters etc)

Highlighting (8-10 minutes) • To draw students' attention to the target language

Ss listen to the audio once again and fill in the transcript with the info missing. They do it individually, then peer check and then report to the class. The most important information is highlighted in the text.

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

T projects a scheme of a personal business introduction on the board. T distributes the copies of the scheme to the Ss and asks them to distributed the phrases used in the text into the appropriate sector as well as any of those that they know already. Ss do the task first individually, then in pairs and then they give the feedback to the whole class, during which T performs MFP clarification if applicable presumably paying most attention to the pronunciation drilling. Optionally, T might present a few more phrases ( from BR SB text p 6) and add those to the scheme. Optionally, a TL list might be distributed among the Ss for them to continur to fill in the scheme. Finally, T projects the fully- filled scheme for the whole class to see it and check.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Gap-fill exercise. Paircheck; group feedback. Matching exercise. Paircheck; group feedback.

Semi-Controlled Practice (10-15 minutes) • To concept check further and prepare students for free practice

1) Tic-tac-toe game with the TL 2) Matching game. (BR unit 1 working with words) (opt.) 2) Game "Find someone who..." Ss get a role-play cards and a list of people they have to find. They first mingle and present themselves, then they get some time to fill in the table on what they manage to remember and report it to the class.

Free Practice (15-20 minutes) • To provide students with free practice of the target language

Ss get a different blank scheme, which will help them to make self-presentation. They work on it individually for several minutes and try to fill as much info as possible using the TL. The TL is not displayed on the board any more and T asks the SS to try not to consult the scheme filled in and do it from memory. Finally, the scheme is presented on the board and Ss check what they've written. Ss proceed presenting themselves to the partners and asking as many questions as possible about each other. Finally, T asks Ss to start changing partners a few times ( opt. mingle)

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