Kristi Kristi

Technology - Things you can't live without
Intermediate level

Description

In this lesson students will learn some vocabulary and phrases related to technology. Students will read an article by a 'technophobe' about technology and some of the problems related to it.

Materials

No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about Technology.
  • To provide controlled speaking practice of Wh- questions in the context of describing daily routines.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of technology.
  • To practice listening for specific information.

Procedure

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

1-Greet students, intro myself (write name on board). 2-Say each of their names to reinforce for myself and each other. 3-Show a slide with a pizza missing one quarter / one missing one half. 4-Ask them what we call the missing part. Let them talk with a partner. 5-Elicit answers, drill as needed, write on board as needed. 6-Put up a clock on the screen and transition.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. Ask the students what time their class starts. Ask them what time it finishes. 2. Use the clock on the board to show the start time and the finish time. 3. Elicit other times to demo: half past, quarter past, quarter to, 5 past, 10 past, 25 past 4. Demo the pair work activity of the clock worksheet. (ICQs) 5. Put into pairs and. 6. Put up the answer key on the projector. Ask a few students for answers (i.e. Ahmed, what's the time?) 1. Put a picture of Vicky on the projector and introduce her. Ask: where is she? /What's she doing? 2. Ask students to prepare to listen to Vicky and write down the seven times they hear in the track, for example 7:00. Demo this and use ICQs. 3. Play the track once. Monitor. Play the track a second time if needed. 4. 1. Draw the attention to the projector. 2. Set the task. This is Vicky's typical morning routine. 3. Show the handout and point at the phrases. These phrases go with the pictures of Vicky. 4. Choose one phrase for each picture. 5. Demo the first one. Ask a student Which picture goes with wake up? 6. Tell them to try to match on their own. 7. Have them check with their neighbor. 8. Give them answers (on proj? on board?) -show difference between wake up and get up. Say, Vicky wakes up, and then gets up. use CCQs to check When she wakes up, is she in her bed? When she gets up is she in her bed? Does she wake up or get up first?

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

1. Put the students in new pairs (strong with weak if possible). 2. Ask them to practice describing Vicky's morning routine, using the six images from the matching exercise. 3. Demo the first one with a strong student, and a weak student (perhaps Tasbeeh, Rebecca/Mohra). 4. Each person should practice saying Vicky's routine in the order she does it (demo this while holding the handout). 5. Monitor the students while they practice, note problem areas. 1. Now tell students they will practice telling their partner about their typical morning using the pictures of Vicky. Tell them to say the time they wake up and the time they go to work/go to school. 1. Vocabulary bank activity as extra. Exc., 2b & 2c

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Monitor during controlled practice. Share a few items for correction.

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