Utku Gürel Utku Gürel

Utku Gürel - TP#5 - Tuesday 22/04/2014
A2 - Elementary level


This lesson follows on with the same general context as the previous, but changes the focus a little to a more productive task. Some of the vocabulary will be known to the Ss, but look at this carefully as Ss won’t know all of items for things in a kitchen. The prepositions of place were covered in TP4 by the previous group, but Ss may need support with using these.


Main Aims

  • To help students produce writing report with lexical variation and encourage the use of vocabulary related to the context

Subsidiary Aims

  • To provide practice for lexical families


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

- For GTKY, I will write some information about myself on the board and choose a volunteer. - Tell the the students to ask questions about the answers on the board and the volunteer will answer the questions on my behalf. - I will carry out individual drilling if a student fails in pronunciation.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through writing

- I will show the first slide and give students 3 minutes to think about the names of the stuff in the kitchen. - I will nominate a student to write the name of one item on the board, pronounce it, class drilling then the student will pass the pen to someone else.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

- I will show second slide about the vocabulary in the kitchen and their definitions. Give students 3 minutes again to check the definitions and write the name of the item on the board. - I will nominate a student again to write the word on the board, pronounce the word, class drilling and the students will pass the pen again to someone else. - Class Check

Productive Task 1 (12-15 minutes) • To provide an opportunity to practice target productive skills

- I will show the third slide indicating the kitchen plan and tell students to redesign the kitchen again. They will have already have a fridge, sink and oven. They must decide what the three blank squares represent, e.g drawers, cupboard or counter top. They also need to write in where they will put the electric kettle and instant coffee. - Show the 4th slide indicating problems about the kitchen. - Give the handouts to each group and monitor if they are on task. - Go back to the 3rd slide, tell the groups to come to the board and draw their design. - Class check and show the fifth slide that shows the best possible design plan.

Productive Task 2 (8-10 minutes) • To provide practice in writing

- Put the students in pairs and show the last slide indicating an outline for report 2. - Tell the students to write down a report for the customer. - Pairs swap the papers for peer-check. - Class Feedback.

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