Charlene Charlene

Home Remedies and Giving Advice
A2 level

Description

Students will talk about health and give advice using imperative sentences, 'should' and 'if'. Students will practice looking for gist and specific information while reading.

Materials

Abc Zoom Chat Box
Abc Zoom White Board
Abc English Unlimited
Abc PPT

Main Aims

  • To provide practice giving advice using 'if' in the context of minor health issues.
  • To provide practice giving advice using imperatives and sentences with 'should' in the context of minor health issues.
  • To provide practice searching for specific information while reading
  • To provide practice checking predictions while reading

Subsidiary Aims

  • For students to recall vocabulary related to remedies when giving advice on health issues.
  • To provide practice and review using vocabulary related to minor illnesses.

Procedure

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

-Show 4 photos of situations where people feel unwell with a caption describing the health problem. -Ask Ss what they would do in these situations

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

-T pre-teaches vocabulary by showing photos. T elicits, asks CCQs, drills, shows written form, teaches stress. Vocabulary words are drops of water, tie, bare feet, remedy and home remedy -Ss respond -T shows matching task -Ss make predictions about the reading while matching remedies to problems

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Jigsaw Reading: Each S is given a paragraph to read. -Ss check if predictions are true. -Ss discuss what they found with the class

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-Ss complete a T/F exercise with their paragraph. -Ss discuss answers with the rest of the class.

Post-Reading/Listening (5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Ss discuss with the rest of the class what they think about these home remedies.

Feedback and Error Correction (8 minutes) • Students correct their own errors

-Write 5 sentences on the board. 2 are perfect, 3 have mistakes. (Ss said these during the discussion and other points during the lesson). -Ss talk together about what the errors are in the sentences. -Ss tell the T their thoughts. -T gives feedback on their self-corrections.

Highlight (3-4 minutes) • To draw students attention to the target vocabulary

-T tells Ss "I have a fever" and writes 'go to bed' and 'go to work' on the board. T asks which one is correct. T asks how the incorrect sentence can be fixed. -Ss respond. -T wants to add 'should' to the sentences. What are the new sentences? -Ss respond.

Clarification (10 minutes) • To clarify the meaning, form and pronunciation of the target language

-T shows photos of people with a problem. -T elicits advice from student that would be helpful. -T asks CCQs, drills pronunciation and shows written form of target language (imperative, should).

Controlled Practice (7 minutes) • To concept check and prepare students for more meaningful practice

-Ss complete task by filling in blanks with vocabulary words. -Ss check their answers by listening. -T asks Ss have questions.

Freer Practice (10 minutes) • To provide students with free practice of the target language

-Give Ss a list of problems. Together they think of advice for each problem. -Ss discuss with the T the advice they came up with. -T gives feedback and error correction.

Clarification (7 minutes) • To clarify the meaning, form and pronunciation of the target language

-T asks "If I have a temperature, what should I do?" -T writes Ss responses after writing "If you have a temperature, you should..." and show another word order too. -T elicits form and drills pronunciation

Controlled Practice (6 minutes) • To concept check and prepare students for more meaningful practice

-Ss are given scrambled sentences. -Ss unscramble the sentences and type them in the chat box. T asks ICQs so Ss understand that they writing not speaking.

Semi-controlled Practice (10 minutes) • To further concept check and prepare students for more meaningful practice

-Ss match if clauses with another clause as a group. -T gives feedback and error correction after Ss finish task.

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