To provide accuracy and fluency in the context of life story.
To provide clarification and review of a set of in the context of life story.
Procedure (32-45 minutes)
1. Show a diary and elicit the word. Probably they will not know the word in English. a) explain: it is a notebook we use to record our thoughts, feelings and what has happened each day. b) The "diary" is not the TL, so if Ss got the meaning it can be skipped. But if it is necessary to teach it, do as following: i) Drill chorally and individually. ii) Write on the board and highlight the stress. 3. Say you want to share a part of your diary (life story) with them.
The PowerPoint presentation has totally 10 slides. Each slide has some pictures, verbs and sentences. Each slide will take about one minute (overall 7 to 10 minutes). Instructions to Slides 1-10. 1. Present slide 1. Students look at the pictures and try to guess the event. 2. T elicits sentences about the event. 3. If Ss cannot guess, T will give a clue (1, 2, 3 verbs in present and past forms). Click and the verbs will appear. 4. T will elicit the sentences again. 5. Finally, T presents the sentences.
1. Give HO 1 and ask students review. The TL has been presented in the PowerPoint presentation and they need to review. Give 1-2 minutes. 2. Give HO 2. 3. Ss make notes about four to six important events in their own life stories or someone else's. (give 1-2 minutes). ICQ: a) How much time do you have? b) What will you do?
1. Put Ss in pairs. For the first round, give them 5 minutes. Remind them that they should use the Target language and talk about their life stories to each other. ICQ: a) How much time do you have? b) Do you need the useful language? c) What will you talk about? 3. T listens and takes notes. 4. If time allowed, change the pairs and ask them to retell their stories.
1. Ask Ss if they can say anything interesting about their or their partner's life story. 2. Write the mistakes on the board. 3. Correct the mistakes with class. 4. Say you enjoyed listening to their stories.