Lexi(Culture) - TP1
To provide Ss with clarification/review and practice of vocabulary for cultural activities within the lexical set of the arts
To provide fluency speaking practice in a conversation in the context of culture, art
Procedure (45-60 minutes)
Teacher shows pictures related to art and culture and ask them to predict the subject of the lesson. She tries to elicit the related words from the Ss. Then she gives them the material (New Total English, SB, Unit 9, P 89).
(ex1a). Students (Ss) work in pairs to unjumble the words and match them with the pictures. Teacher takes feedback (FB). Teacher tries to elicit what Ss have in common to help focus them on "The Arts".
to present target vocabulary & check Ss’ vocabulary knowledge. Before the lesson,the teacher puts the pictures for the vocabulary in ex1b on the walls and cuts up sets of the words (1 per group of 4). Ss walk around the room to match the words with the pictures. The teacher checks in feedback.
In pairs, Ss brainstorm examples for each word (ex1b). The teacher takes some general FB drills the trickier vocabulary such as ballet,poetry, cartoon for pronunciation.
Teacher gives Ss word map sheet (ex2a) and shows Ss the word map and elicits a couple of examples to help Ss see what they will be doing. Ss work in pair to add the words from ex1b. Teacher regroup the Ss and gets them to compare their answers and, if there are any differences, tries to explain why. Then Ss listen to 2b and see if their answers are the same. Teacher allows some time for peer-checking and then take whole-class FB. The teacher encourages Ss to add some more words (ex2c).
To further consolidate meaning. (Arts Crossword). Teacher gives Ss Art Crossword and makes sure to provide an example for how Ss should do this, e.g. B: What’s 2 across? A: You go there to watch films. Monitor and help as needed. set a time limit, 10 minutes, so Ss do as much as they can in the time. Ss can check with each other in FB.
Teacher asks Ss to discuss the questions (ex.3) in group of 4. Teacher gives Ss an example to get them started, e.g. My favorite book is .... What about yours? etc. TFB
In case of having time the teacher uses the extension activity and asks Ss to imagine they are going to visit a famous capital city for the weekend. The teacher writes the following things to do on the board:go shopping, visit an art gallery or museum, go to theater, travel around, go to local bar and restaurant, go to expensive restraint, visit historical place. Ss rank the activities in order to preference. They do this individually first and then they discuses the various activities and compare preferences in small group. Teacher monitors and gives feedback.