Teaching Plan: 3B
intermediate B2 level
The main aim of this lesson is to develop students functional language. In fact they are going to learn how they can give opinions, comment on other opinions, and suggest to reach agreement.
In this lesson sub aims are speaking and listening to develop students productive and receptive skills.
Procedure (45 minutes)
Divide the students into two groups. Ask them to come to the board, one student in each group stands with his back to the board, write a word on the board from the previous lesson on the board. Ask the other members of the group to give their friend clues to guess the written word on the board.
Show them pictures or explain them in a context to elicit the meaning of the new words and then move on to the other stages of ECDW. Ask them CCQ, drill the words chorally and individually, write the word on the board, write the part of speech, and mark the stress on the word. To prepare them for the listening activity ask them what do they think the listening is about.
Give them clear instructions play the audio again while they listen, ghost monitor them. when they finish put them in pairs or groups and ask them to check their answers. Students complete ex.2A on p.50. Give them quick feed back at the end..
Students listen to the audio again and they try to identify the functional phrases in the audio, p.50, ex.2B. When they finish put them in pairs and give them time to check their answers with other students. while they are sharing their ideas monitor them and help them if necessary. At the end check the answer with the whole class.
The Students work in pairs to complete the table from ex.2B page/50. Give them time to finish the task. While they work in pairs monitor them to see every pair has got the right idea about the task and help them if necessary. When they finished ask them to go out and find their answers on the walls in the lobby.
Give students handouts from p/135. ex.403. Include the answer key in their handouts, but before you get them handouts fold the paper and ask them not to unfold the paper. put them in pairs and ask them to rewrite the sentences with the words given in italic. while they are on task monitor them and help them if needed. When they finished their task ask them to unfold their handouts to check their answers.
Ask students to put the jumbled words in order to make a sentence, p.51. ex.4a. Put them in groups and while on task monitor them and make sure they are all involved. When they finish change the grouping to check their answers. Then drill 2/3 sentences from the exercise to check their pronunciation and word stress.
give students instructions and topic to discuss. They work in groups of 3/4. while they are discussing monitor them and help them to come up with new ideas.