Martha Abdelmasseh Martha Abdelmasseh

Vocabulary and speaking lesson in the context of problems and solutions
Intermediate level

Description

In this lesson, the ss will learn new vocabulary in the context of problems and solutions through a Test-Teach-Test. First, I will set the context by telling the ss what do I usually do when I am faced with a problem. Next, I will ask the ss to talk in pairs about their typical response to problems. Then, I will get their feedback by asking one student or two. Next, I will ask the ss to work on Ex1 on page 126 in the SB. After that, they will check their answers in pairs. Finally, I will display the answer key. Next, I will start to clarify the new language following the ECDW method. For the controlled practice, ss will work on Ex10a in the WB on pg92. ss will check their answer in pairs. Then, I will display the AK. For the freer practice, ss will think of a problem they had which they sought help to solve and talk about it with their partner using the new language on the whiteboard.

Materials

Abc New Cutting Edge, Intermediate,WB
Abc the whiteboard
Abc Power Point Presentation
Abc New Cutting Edge, Intermediate, SB
Abc Handouts

Main Aims

  • To provide the students with clarification of meaning, pronunciation and form of a lexical set in the context of problems and solutions.

Subsidiary Aims

  • To provide the ss with fluency speaking practice in a discussion in the context of problems and solutions.

Procedure

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

I will get ss attention by telling them about my typical reaction when I am faced with a problem. Then, I will ask them to tell each other in pairs about their typical repsonse whenever they face a problem. Finally, I will get their feedback by asking two students.

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

I will provide the students with short and simple instruction on Ex1 on Pg126,127 which is a matching exercise to test their previous knowledge of the TL. Next, ss will check their answers in pairs. Then, I will display the answer key.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

First, I will try to elicit the TL from the ss using visuals, context, synonyms, and examples. Then, I will check the meaning of the TL using some CCQs. Next, I will drill the TL and highlight the stress in the words and clarify the form on the whiteboard using color codes. Here is a list of the TL vocabulary: 1) come up with 2) concerned 3) suffered 4) ignore 5) go away 6) talk over 7) sympathetic 8) helpline 9) trouble-free 10) sort out 11) expert advice 12) make up your mind Here are some of the CCQs I will use: Do sympathetic people care only about themselves and their feelings? No Does having a trouble-free life means you have an easy life? Yes Is your friend's advice about your health considered expert advice? No Is there a helpline in Egypt for Covid19? Yes. Do you pay attention to things you are trying to ignore? No

Test #2 (5-8 minutes) • Check students' use of the target language again

For this stage, ss will work on Ex10a in pg92 in the WB. First, I will demonstrate the first question with the ss. Then, I will ask the ss to check their answers in pairs before displaying the AK.

Free practice (13-15 minutes) • To provide students with free practice of the target language

For this stage, I would change pairs. I will give the ss two minutes to think of a difficult problem they had in the past. Then, they would take turns to share the problem and how they have solved it with their partner using the TL on the whiteboard. Meanwhile, I will monitor to jog down the errors and a couple of good examples to highlight during the linguistic feedback.

Web site designed by: Nikue