LP TP7 Muna
By the end of the lesson - ss will have revised and extended their knowledge of the lexical set 'life events' and will have practised speaking using all related vocabulary in this context.
To enable ss to categorize positive and negative life events and understand collocations and phrasal verbs using this lexical set.
Procedure (36-45 minutes)
1 - Greet ss. 2 - Put up a picture of Adel Imam on the board and put a number of images in bubbles around it - e.g. a graduation cap; a couple getting married; children; etc. 3 - Ask ss to take 10 seconds to look at what is posted on the board. 4 - Tell ss to discuss what they see in on the board with their partners in 1 minutes. ICQ: Are you going to talk about yourselves? No Who are you going to talk about? Adel Imam Are you going to consider the pictures around his photo? Yes How much time do you have? 2 minutes Set Timer: 1 minutes 5 - Ask ss to tell you what they discussed; also - ask them what they think today's lesson is going to be about? Elicit 3 life events - e.g. birth/marriage/graduation - and write them on the board.
1 - Put up a copy of the table in exercise 1a on page 40 in student book on the board. 2 - Ask ss 'To what category can ...(life event elicited in previous step) be added?' 3 - Write it underneath that heading and also do that with the other two words to prepare ss for the next task. 4 - Tell ss 'Alone, do the same with this life events (phrases) exercise and table you will get - chest it; you have 3 minutes. Pass out the exercise paper. ICQs: Are you going to do this with your partners? No How much time do you have? 3mins What will you do to the words at the top? Sort them; put in correct category Set Timer: 3 minutes Monitor; take notes - check ss' understanding of 'career' if needed 5 - Ask ss to compare their answers with the person to their right. Give them 2 minutes. Set Timer: 2 minutes 6 - Put up key on the board. Give ss 1 minute to check. Explain any common mistakes. 7 - Post 'POSITIVE' and 'NEGATIVE' bubbles on the board and ask ss to come to the board to put the phrase on cards they are given underneath the correct heading. 8 - Ask ss 'To what category do they belong - refer to 1a table?' Why?
1 - Use MFP to explain new predicted language (blocking words: retire; get promoted; leave home; split up/divorced; drop out of; gap year) - refer to LA sheet. a) say meaning of word b) convey the meaning c) CCQs d) anticipate/solve meaning problems e) present form f) anticipate/solve form problems g) identify/highlight phonological features--> drills h) anticipate/solve phonological problems
1 - Change ss seating. 2 - Tell ss 'This is an article about a lady called Tessa Daily.' --> chest it (WB pg 31) 3 - Explain: 'There are missing words; please read the article and fill in the blanks with the correct verbs. You have 3 minutes to do that alone. ICQs: Will you only read or read & write? read & write What will you use to complete the blanks? verbs Set Timer: 3 minutes --> monitor/write down problems 4 - Ask ss to compare with partner. 5 - Distribute answer key. 6 - Give feedback on board
1 - Tell ss 'The best thing that has happened to me so far is doing this CELTA course; it has brought so much positivity into my life because I feel it will open new doors.' then say 'What about you...? Why? 2 - Tell ss 'In 3 minutes - tell your partners what you have or haven't done in your life and when that happened. Also say if it was positive or negative' Set Timer: 3 minutes 3 - Elicit answers from ss - 'What happened to your partner? When? How..?Do we consider that a positive or negative life event?'
Draw ss' attention to any errors noticed during the lesson provided that they weren't tackled end of the stage they were mentioned/taught. Content feedback will be done end of every stage.