LP Tp3 Koloud LP Tp3 Koloud

LP TP7 kholoud
Intermediat level

Description

In this lesson students will practice their speaking and grammatical skills to be able to use relative clauses through reading text about journalist’s personal experience in a retreat center that helps her to live a healthy life by drinking only fresh organic fruit and vegetables juices.

Materials

Abc blue tack
Abc Face to Face intermediat
Abc white board
Abc sentence cards
Abc • Projector
Abc pictures
Abc Handouts

Main Aims

  • By the end of the lesson ss will have practiced how to use relative clauses in a context of reading text about the importance of healthy food

Subsidiary Aims

  • speaking about healthy life and how far it is similar to their life style

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

- T will divide the board into two columns one for healthy food and the other for unhealthy food. - T will Give Ss pictures for both healthy and unhealthy food and ask them to categorize them and stick it on the board. - After they finish, T will show them two questions on the PP . Do you think you have a healthy diet? why?/why not? . How often do you eat things that you know are bad for you? - After that, SS can share the ideas and discuss it in 4 minutes. - T takes a feedback from the SS.

Exposure (5-7 minutes) • To provide context for the target language through a text about healthy food

- T gives SS the instructions of the first task . please read the text quickly without reading every single word then answer the question; did the journalist feel healthier after doing the retreat? Why? Why not? . you have 2 minutes to finish. - T monitors to be sure that SS are on task. - When SS finish they check their answers in pairs. - T discusses the answers with them and gives an answer key.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language which is the use of relative clauses

* clarify the meaning: - T asks SS to read the text again and try to notice the sentence in bold. - then, T gives SS sentence cards to match it together on the board from their understanding to the text. SS work as a group. - T corrects the mistakes by asking SS CCQs about the wrong one only. * clarify the form: - on the board, T writes a sentence ' I'm the type of person, who eats three meals a day' - T asks Ss about the appropriate place of who in the sentence and the place of the comma too. highlight it with colored pens. - T tries to elicit from the SS that we cant put a comma with that. * clarify the pronunciation: - T writes the same sentence again and try to elicit the word stress and the intonation of the sentence then drill it.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice and to make sure that they can use the TL in the freer practice

- T gives the SS instructions fill in the gaps with who, that, which, whose, where or when. some times you will use it more than once. the first one is done for you. you have 3 minutes. - T monitors to be sure that SS are on task. - After they finish, they check their answers together. - T provides them with feedback and answer key on the board.

Free Practice (10-12 minutes) • To provide students with free practice to be able to practice the target language and to speak about their own experience

- T gives students instructions; in the previous task, tick the sentence that are true for you - T demo with SS the first two sentence to understand the task - After they finish, T divides them into groups and ask them to compare the answers and see how many are the same. - Then, T asks them to share the ideas and discuss it. - T monitors and take notes - T provides Ss with feedback about the most common sentence true between them - On the board, T asks SS to correct the wrong sentences.

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