Copy of Lexis Lesson
To provide clarification and practice of new vocabulary about technological devices in the context of technology
To provide fluency speaking practice in a conversation in the context of technology
Procedure (35-50 minutes)
-T sticks two pictures on the board and asks what they are. (a computer and a mobile phone) -T sets the context by eliciting the word "technophobe" and relates the topic to the previous lessons.
-Ss work in pairs. -T gives matching hand outs to elicit the meaning of new vocabulary. Ss match the words/phrases with the definitions through discussion in pairs. -The answer key is given to pairs. If needed, clarification of some words will be provided. -Ss work in two groups. -T sticks some cards including new vocabulary written on them around the class. (switch on/off, plug in, press, restart, turn up/down, replay, shut down, hold down, pause) Ss are given some words/phrases which can be used with the verbs stuck. (collocations) -Ss discuss about the phrases in groups and stand up. Ss go around the class and stick the correct word/phrase under the correct word. -The answer key is given and whole class drilling of collocations is done afterwards.
- Ss work in two groups. - T divides the WB into two parts (the right side of the board) and writes "verbs" on the first and "nouns" on the second part. - T gives cut-ups to each group. Ss discuss about the correct answers. Ss from each group come to the board and stick the words under the correct category. - The answer key is given to each group. - Ss work individually and check the answers in pairs. -Gap-fill HO is given. In this activity Ss complete the sentences with the correct verb from the box. There are 5 sentences and 9 verbs. There are extra 4 verbs in the box. Ss focus on the meaning and form at the same time to find the correct answer. -Feedback is provided to whole class./Answer key is given.
-As verbs and nouns are already stuck on the board, T draw Ss' attention on the target vocabulary. -T drills the target vocabulary with whole class and tries to elicit the word stress and provides it on the board. -Ss might have difficulty in pronouncing some words so T writes the phonemic alphabet of these words.
-Ss work in pairs. -Each student is given a role card including a situation/a problem written on it. The other student tries to help/solve her friends' problem by using target vocabulary. Ss use their own words and create ideas on the focus of target language. Then Ss swap roles.
-If there is extra time, a (hot-seat) game is played with whole class. -A chair is put in front of the room and facing away from WB. T writes a target word on the board and Ss try to describe the word without telling it. S in the 'hot seat' must try to guess the word with the help of description of his/her classmates. -Whole class feedback is given.