CELTA TP6 - Vocabulary/Humor
To provide clarification and practice of humor related vocabulary in the context of an anecdote and self-quiz
To provide fluency speaking practice in a conversation and discussion within the context of a self-quiz on different senses of humor
To provide detailed listening practice using a text about humor to elicit target vocabulary through a fill-in-the blanks exercise
Procedure (37-47 minutes)
I will begin by reading a paragraph/short story that includes the vocab words I want to teach. I will have the story written on different slides in a ppt, but the words I want to teach will be missing. The first time through the story, I will have the students follow along with the ppt and write down the words they hear. I will ask them to tell me the main idea of what happened.
I will then go through the story again, this time stopping with each slide to discuss the vocabulary words that are present in each section. I will ask the students to tell me the words they heard for each blank, and then I will ask them what they can tell me about the word based on the context. They may need to guess at the meaning. For some words, I will also have pictures to help elicit the meaning. *See attachment for words and CCQ's. When we have finished reviewing vocabulary, I will make sure the words remain on the board in a designated word list space.
I will now ask students to split into pairs. I will hand out copies of the quiz on page 72 of Lifestyle, and ask them to complete the quiz according to what is true for themselves. I will tell them the main goal of this exercise is speaking and using the language we have just learned, so I will encourage them to discuss their answers with their partners and explain why they choose the answers they do. They will have 8-10 minutes to do this.
When the students finish completing the quiz, I will hand out the answer key from the back of the book and ask them to discuss their results. Do you think this describes your sense of humor? Why or why not? I will then ask them to meet with another pair of students and discuss their results. Again, the focus of this activity will be speaking and utilizing vocabulary.
I hope to reserve the end of the lesson for error correction, using sentences I will have taken note of during the productive tasks (taking and discussing the quiz). I will include a couple examples of both mistakes made and successful language used.