Adel Adel

Lexis / Speaking
Pre-intermediate level

Description

in this lesson the students are going to learn how to use the expression of movement in the context of sport. In the beginning the students are going to practice new words about sport. After that there is a controlled exercise to find the stress in each word after the students listen to a record from the book. At the students are going to have a freer practice by speaking about different sports and if they played or did it before.

Materials

Abc English File Pre-int
Abc Canva show
Abc record 10.1

Main Aims

  • To provide clarification of movement expression in the context of sports

Subsidiary Aims

  • To help the students to practice what they learned from the lesson by asking each other questions about sports

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-T welcomes the Ss in the class -T asks the Ss to tell what they are seeing on the first picture on the slideshow. -T asks different questions about sport to let students think and predict the topic -T introduces the context of sport and what they are going to encounter.

Exposure (6-8 minutes) • To prepare Ss for the exercises and speaking and make it accessible.

-T starts eliciting the new vocabulary for the Ss. -T first shows a picture and asking the Ss about the word -T shows the word with the phonological form. -T focuses on the stress of the word and explains the meaning for the Ss. - By focusing on the stress T moves on to the first task on the word's stress.

Productive Task(s) (6-10 minutes) • To provide an opportunity to practice target productive skills

-T explains for the Ss the usage of (Do, Play, go) for the first exercise. -T explains the first exercise for the Ss -T gives the instructions about the exercise and how to solve it -T plays the record once only for the Ss -T sends the Ss to breakout rooms to discuss the answers. -T comes back from observation and starts asking Ss about the answers -T shows the answers for the Ss

productive Task (6-8 minutes) • To provide an opportunity to practice target productive skills

-T Shows the second exercise for the Ss -T gives instructions to the Ss about solving the question -T sends Ss to breakout rooms and observe them -T comes from breakout rooms and tell the Ss to give their answers. -T after Ss answering the question shows the answers to them

Freer Practice (7-9 minutes) • To provide an additional speaking for fluency activity in case the class ends early

-After the end of the controlled practice, T Shows the students a picture that have different questions about sports. -T gives the Ss the instructions about what they should do in this exercise. -T send the Ss to breakout rooms. -While Sc are in breakout rooms, T monitor the the Ss -T returns from breakout rooms to give feedback

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

-After finishing the freer practice, T ask Ss to give their feedback about what they discussed in the breakout rooms. -If there are any errors, T correct them -If T heard any mistake while observing, T will correct them. -T ends the class

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