Allison Munn Allison Munn

CELTA TP6 - Vocabulary/Humor
Intermediate level

Description

In this lesson students will learn humor-related vocabulary and practice using the TL in a semi-controlled speaking exercise. First, students will be exposed to the target vocabulary by listening to a short story to set the context. After the vocabulary has been elicited and explained, students will break into pairs and complete a speaking exercise in the form of a quiz on personal senses of humor. After checking their results, the class will finish with a short session of error-correction.

Materials

Abc Lifestyles: English for work, socializing & travel
Abc Google Images

Main Aims

  • To provide clarification and practice of humor related vocabulary in the context of an anecdote and self-quiz

Subsidiary Aims

  • 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

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

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.

Exposure (12-14 minutes) • To provide explanation of vocabulary students will encounter in activities later in the lesson

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.

Useful Language/Speaking (10-12 minutes) • To provide practice speaking and reading while utilizing the vocabulary just covered in the warm-up.

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.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

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.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

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.

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