Irina Irina

TP4 LP_Irina Bardakova
Upper Intermediate level

Description

This is a lexis lesson where students will learn and practice using suffixes in their conversations.

Materials

Abc Zoom
Abc face2face

Main Aims

  • To provide clarification of suffixes in the context of sign language

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of sign language

Procedure

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

Teacher greets students. Teacher shares the Google Slide with the picture and warm up task: Discuss in pairs in breakout rooms what body language you pay attention to when you meet a new person. (2 minutes). Students work on the task in groups using Zoom breakout rooms. Students return to the main room. Teacher nominates students and listens to their answers. Link to the Google Slide: https://docs.google.com/presentation/d/1fL0SFznjISOdmpsO1auPDxAyCarEN16NapBaUww0T_0/edit?usp=sharing

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Teacher shares a link to Google Forms and asks students to read the text quickly and answer the following question working individually. (2 minutes) ICQ follows. Teacher nominates students to check the answer. Link to the Google Form: https://forms.gle/jYxypGpob7PHu1kG8

Highlighting (2-4 minutes) • To draw students' attention to the target language

Teacher shares another Google Form document and gives another 1 minute for students to complete the table by entering words in bold from the same article. First one done as an example. (students work individually). ICQ follows. Link to the Google Form: https://forms.gle/eCLACLvFAKEEMnWb8 Teacher then nominates students to check the answers and conducts OCFB.

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

Teacher shares another task on Google Form presented below and asks students to work for 2 minutes on it and exchange answers using Zoom private chat. ICQ follows. Look at the sentences below and answer the following 4 questions. work for 2 minutes on it and exchange answers using Zoom private chat. How much time do you have? 1. Many gestures, such as how you say 'yes' or 'no', ORIGINATE from a specific country, but others are universal. 2. For example, all people wrinkle their noses and raise their top lip to show dislike or CRITICISM. Google Forms Link: https://forms.gle/ZBDHYGGUojFFJ28j6 Then, teacher shares the white board and writes different forms of the word origin: Originate, originality, origin, original, originally. Teacher asks students to listen carefully and identify the stress in each word. Teacher nominates students to answer and marks the stress in each word. Teacher asks students to repeat after her. (drill) x x x x x originate, originality, origin, original, originally

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Teacher shares Google Form slide with the task. Teacher asks students to complete the sentences with the correct form of the word in brackets. All the words are in bold from the article. Students work individually, then share answers in pairs using Zoom private chat feature. (3 minutes) Teacher nominates students and conducts OCFB. Conducts say and repeat practice some sentences. Google Form link: https://forms.gle/5vSJznQagiZaJXAa6

Free Practice (9-12 minutes) • To provide students with free practice of the target language

Teacher asks students to originate new words from the word ‘prefer’ and create sentences with each one. Students need to exchange their answers in pairs in Zoom breakout rooms (3 minutes) ICQ follows. Once students return to the main session, teacher conducts OCFB and DEC. Google Slide link: https://docs.google.com/presentation/d/1fL0SFznjISOdmpsO1auPDxAyCarEN16NapBaUww0T_0/edit?usp=sharing

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