The World's Luckiest Man-Vocabulary
To provide clarification and practice for the target vocabulary through a reading text about a man surviving lots of disasters.
To provide gist, scan and detailed reading practice using a text about a man surviving lots of disasters.
Procedure (45-58 minutes)
-T shows a picture of a four-leaf clover and asks Ss if they know the superstition about it. -T tries to elicit that it's believed it brings good luck. -Then T asks them if they think they are lucky or not.
-T shows Ss the photo of the man in the text and introduces him. -T then shows the introduction paragraph of the text and asks Ss to read it. -Next T asks if they think that he's lucky. -T nominates Ss and elicits the answers. -T asks Ss to read the whole text focusing on the underlined words. -Ss read the text trying to discover the meaning of the words from the context. -Then T asks Ss whether they still think he's lucky or not. -T nominates Ss and elicits the answers.
-T asks Ss to match underlined words in the text to their meanings in exercise b. -Ss match the words with their meanings. -T asks Ss to check their answers in pairs. -T nominates Ss and elicits the answers. -While eliciting the answers T reads the definition of the words and asks Ss to say the correct word. -T shows the answers on the board and asks CCQs to clarify the comprehension. corpses ==> "Are they alive? NO" , "Are they dead? YES" exploded ==> "If your car exploded, could you use it again? NO" philosophical ==> "Is it about philosophy in this text? NO", "Does it have another meaning? YES", "If you are philosophical, do you talk aggressively? NO" haystack==> "Can you see it on Bağdat Avenue? NO", "Where can you see it? On a farm" bruises==> "Do they show you got hurt somehow? YES" , "Are they orange? NO" swerved==> "Where do you do it? On traffic", "Can you do it with a mobile phone? NO", Is is dangerous if you do it suddenly? YES" disaster==> "Does it harm or kill people? YES" ploughed into==> "Where does it happen? On traffic", "If you plough into someone, do they get hurt? YES" -T drills each word and asks how many syllables there are in exploded, haystack, disaster, philosophical. -T shows the stressed syllables in these words on the board. -T then asks Ss the part of speech of the target words, elicits the answers. -T also shows them on the board.
-T prepares some stripes of papers in which there are sentences with the target words before the lesson and cuts them into two. -T gives the beginning of the sentences to a group of students and the endings to the other one. If the number of the Ss is more than 8, then T asks some of them to have a pair. -T asks Ss to mingle and find the beginnings/endings of their sentences. -When Ss complete their sentences T asks them to go back to their chairs. -T does not elicit the answers now. -T asks Ss to match the beginning of the sentences to the endings in exercise c and check their answers in pairs. -Ss matches them and check their answers in pairs. -T nominates Ss and elicits the answers. -T shows the answers on the board.
-T asks Ss to complete the gaps in the sentences using the target vocabulary in exercise d in pairs. -T nominates Ss and elicits the answers. -T shows the answers on the board.
-T asks Ss to read the questions on the PPT and discuss as many as they can in groups. -T monitors the Ss while they're discussing and checks how they use the target vocabulary in their sentences.