Silvia Vargas Silvia Vargas

TP7 Silvia Vargas
Upper-Intermediate level

Description

In this lesson, students will learn about the passive through guided discovery based on a reading text about Mensa, a non-profit organisation.

Materials

Abc PowerPoint Presentation
Abc Reading for gist task

Main Aims

  • To provide an opportunity to study the passive in the context of Mensa, a non-profit organisation

Subsidiary Aims

  • To enable students to develop their reading skills for gist and detailed understanding in the context of reading a short text.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

The teacher will present the following question on the board: Is a high IQ a guarantee for success in life? The teacher will give 1 minute to write down a few ideas / points. The teacher will ask the students to share their ideas with the whole class for 2 minutes.

Presentation through the text (exposure) (6-8 minutes) • To provide a model of the task and highlight useful words and phrases

Step 1: Learners read a text where they will read to the TL that will be used later in the freer practise task. They will be given 6 questions and they need to determine if they are T or F. (3 min) Step 2: peer check, students compare their answers in breakout rooms. (3 min) Step 3: Teacher shares answers with Ss so that they can check if their answers are correct (2 min)

Clarification of language (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

The teacher presents the grammar (passive voice) to the class and covers MFP The teacher will draw attention to the TL with eliciting and guided discovery. The teacher will use CCQs.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice.

The students complete a short activity in Google Forms. They read 6 statements and select the most appropriate response for each sentence. The teacher presents the answers so that they can check if their answers are correct.

Language Practice (8-12 minutes) • To provide students with practice of the task language

Stage 1: The teacher explains the task (1 minute) Work with a partner in a breakout room. Create a description of a "passive" event. You have 6 minutes to create and practice the presentation. Stage 2: all learners get together, and some present the role-play to the class. (5 minutes)

FB and DEC (2-4 minutes) • To provide feedback regarding the language used in the lesson or to reinforce language that the students have difficulty with.

The teacher conducts OCFB after the freer practise task. The teacher writes on the slide examples of mistakes and asks students to make corrections in pairs.

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