Evrem Evrem

Electronic devices
B1+ level

Description

In this lesson, the vocabulary focus is on electronic devices and their accessories and phrasal verbs associated with these devices. The lesson continues with a writing focus where sts write a magazine article analysing the advantages and disadvantages of smartphones.

Materials

Abc Sample Magazine Article
Abc Matching handouts

Main Aims

  • To provide process and product writing practice of a article in the context of electronic devices
  • To provide fluency speaking practice in a discussion in the context of electronic devices

Subsidiary Aims

  • To provide clarification, review and practice of electronic devices and phrasal verbs

Procedure

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

T writes on the board ' ELECTRONIC DEVICES' and asks sts in pairs write as many devices as they can. T elicits answers.

Exposure (15-20 minutes) • To provide a model of the task and highlight useful words and phrases

Sts in pairs match the words and pictures about the electronic devices. T elicits answers. Sts in pairs answers some questions and give reasons for their answers to practice the vocabulary. Sts read an article for a magazine about the advantages and disadvantages of living without a TV and in pairs correct the ten mistakes that the computer has found. Again in pairs sts from memory tell each other the three advantages, three disadvantages and if the writer is for or against having a TV. T elicits answers

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Sts are going to write a similar article about smartphones. First with a partner, make a list of the advantages and disadvantages of smartphones. Then decide which are the three biggest advantages and number them 1-3 (1= the biggest). Do the same with the disadvantages.

Planning (10-15 minutes) • To provide an opportunity to plan students' reports

In pairs, Sts plan to write an article called 'Smartphones- A great invention?' The first paragraph is given to the sts, they need to add three more paragraphs. T walks around and helps sts if they need it.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

Each pair put their articles on the board and sts walk around read others' articles and find the different advantages and disadvantages the others have written about. T gets some feedback.

Language Analysis (3-5 minutes)

T writes some sentences from sts' article and corrects them on the board. Focus on the useful language writing about advantages and disadvantages.

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