Evrem Evrem

Modern Icons
B1+ level

Description

The theme of this lesson is modern icons, both people and objects The first half of the lesson focuses on Steve Jobs, co-founder of Apple, the computer company. Then Sts talk about the iconic people and objects they admire.This context is used to revise and extend sts' knowledge of relative clauses. This lesson finishes with a song, Greatest Love of All.

Materials

Abc Audio
Abc Song
Abc Grammar practice
Abc Speaking topics
Abc Short Paragraphs
Abc Photos
Abc Quiz

Main Aims

  • To provide clarification, review and practice of Relative Clauses

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of Modern icons
  • To provide scan reading practice using a text about Steve Jobs in the context of Modern icons

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T writes Apple Inc. on the board and asks sts to tell what products they are famous for. Then find out how many sts in the class own an Apple product. T asks sts to name the person who co-founded Apple and who is considered to be the father of the digital revolution and elicit Steve Jobs. Sts in pairs focus on the quiz about Steve Jobs and answer the 7 questions. Sts compare their answers with another pair. Then T plays the audio for sts to listen and check their answers.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T shows 4 photos and sts look at the photos and guess the connection between each of the things, people or places and Steve Jobs. T elicits ideas from sts but she doesnt tell them if they are right or wrong yet. Sts read 5 short paragraphs to find out the connection between the photos and Steve Jobs. T elicits answers.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

T gives sts a chance to talk about their own icons. First, sts are given few minutes to write a name of person, thing or place in as many of the seven categories as possible and then in pairs they will talk about their own icons (who they are, what they have done, and why they admire thgem, why they like the landmark / object, etc.) T monitors and helps sts with any vocabulary they need. In small groups of three, sts take it in turns to talk about the categories they have chosen.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Sts now decide and plan to talk about one of the categories, that in their groups all sts talked about.

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

Sts talk about the chosen topic to another group and they find out if they have any similarities. T walks around and takes notes. T gets some feedback.

Language Analysis (10-12 minutes) • To clarify the meaning, form and pronunciation of the task language

From sts speaking, T writes some sentences on the board and corrects them with the sts. Then sts look back at the short reading paragraphs and complete some sentences with a relative clauses (who, which, where, whose). T go through the rules and explains in detail.

Language Practice (5-8 minutes) • To provide students with practice of the task language

Sts in pairs again complete 12 sentences with a relative clauses. Check with another pair. T elicits answers.

Song (3-5 minutes)

Sts listen to a song called Greates Love of All by Whitney Houston who is an icon and complete the missing words in the lyrics. Sts listen to the song two times. T elicits answers

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