Eda Atak Eda Atak

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B2 level


Abc Pictures
Abc Exercise 1A. hand-out
Abc Exercise 1B (Answer key)
Abc Exercise 2A hand-out
Abc Exercise 2D hand out
Abc Cut-ups for words both noun and verbs

Main Aims

  • To provide clarification, review and practice of expertise words in the context of ask

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation,debate in the context of ask


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

-Show pictures of 'tide', 'wasp', 'earth','onion', 'cheese' and 'a sumo wrestler'. -Try to elicit the words by showing pictures. -Ask them 'Do you know anything interesting about these?' -Let them tell their opinions.

Speaking (6-7 minutes) • To provide students a quick speaking activity about the subject of the unit

-Give hand-out of Exercise 1A. -Divide ss into two or three groups. (depending on the number of ss) -Give the instruction of 'Match photos to the questions in your hand-outs.' -Do the first matching yourself. Match 'Is it possible to surf a tidal wave?' to first picture 'tide'. -Ask one s from each pair to come to the board and put the pictures in order. -Instruct ss to work with their group and try to answer as many questions as they can. Monitor. Give 2-3 min. - Give the answer key to ss and ask them to check their answers.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

-Show hand-out of exercise 2A. to ss. -Tell them there are word pairs and they must match the each pair with sentences 1-5 according to the meaning. -Do first one as an example. Write the sentences in first exercise on the board. 'Someone tells you something. You are not sure you agree'.(question/wonder) -Tell ss to do rest of the exercises. -First ask them to check their answers in pairs. -Nominate one s to be a teacher and give him/her the anwers. -Quick WC F/B

Teach (13-14 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

-Explain the meanings of the words if they are still not understood. -Drill the words chorally and individually, write each of them on the board to show the word stress. -Ask ss : 'Which verbs are also nouns?' Divide them into two groups. -Show 'wonder' as the example. Give some time ss to think and discuss. -Ask them to go outside of the classroom and and look around to find the answers. (stick the answers beforehand) (words are: debate,reply,research,question, wonder) -Ask the noun forms of : discuss, respond, investigate,inquire.Tell them 'look into' hasn't got a noun form. Demonstrate 'respond-response' as an example on the board. -Try to elicit from ss and teach if they do not know. Answers: discussion,response,investigate,inquiry. -Drill the new vocabulary chorally and individually. -Show the difference of stress between verb and noun forms. Use the board.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

-Show hand-out D to ss and give the instructions by showing the hand-out. -Instruct ' :You are going to underline correct alternative' in sentences 1-6. -Write the first one on the board and do it together with the class.' Do I need o verb or noun?' -Tell them to do exercises by themselves. - Ask ICQs 'Do we choose two words or one word?' 'Do we find it alone or in pairs?' -Give some time and then ask them to stand up and check each other's answers. (play backgroud music) -Do a quick WC F/B.

Free practice (9-10 minutes) • To provide students with free practice of the target language

- Divide ss in pairs give each group a word that is both noun and verb. 'Paint', 'risk', 'show', 'work'. -Ask them to work in pairs. -Instruct ' How would you explain verb forms and noun forms of these words?',Discuss'. -Do a demo.'fly as a verb is to move in the air but fly as a noun is small insect. -Give some time to think and WC F/B

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