TP4 LP_Mailys Rouleau
Upper intermediate level
To provide clarification and practice of phrasal verbs in the context of urban legends
To provide gist reading practice using a text about urban legends
To provide clarification of the meaning and form of phrasal verbs in the context of urban legends
To provide fluency speaking practice in a discussion about urban legends.
Procedure (39-39 minutes)
Students are presented 2 questions: 1) Do you know what an urban legend is ? I will give students the definition of urban legend and ask them the second question: 2) What are some urban legends popular in your country ?
I will set instructions for task 1 on my presentation: > Read the 3 following urban legends a) b) c) > Answer the following 3 questions individually. > You have 6'-7' 1) Which story did you prefer ? 2) Which one do you think is true ? 3) Which one was the most surprising ? Feedback: Students share their answers with the whole class (2')
At this stage of the lesson, I will guide students through the process of understanding the TL. I will cover MPF of several PV that were used in the texts by: Meaning: - Elicit meaning of phrasal verbs asking CCQs. Pronunciation: - Ask students to repeat phrasal verbs within and without a context. Form: - Elicit the form asking CCQs such as: What come after the verbs ? A preposition or an adverb ?
> Students will be asked to complete a CP task individually. (6'). > Instructions will be set on the presentation. > I will ask students to read the sentences and ask them if they have questions about the exercise. > We will do the first sentence together: My brother always escapes punishment for being late for work. escapes punishment can be replaced by get away with. After students have completed their task, they will check their answers with a partner. BORs (4') I will send them an answer key and ask them if they have any questions about the answers. (2')
On my presentation I will set the following instructions for this last task: > Discuss the 4 following questions in BORs with a partner. (5') > I will send them a last handout with those questions. Students return to the main room for open-class feedback. (2'-3')
While students are talking, I will identify some mistakes they made. I will write those sentences on my presentation and check them with the students.