TP1 LP_Romeo Hernandez
Upper Intermediate level
To provide specific information and detailed practice in the context of foxes.
To provide clarification in the context of urban foxes.
Procedure (36-45 minutes)
I will begin by sharing a picture of a fox with my Ss and ask them following question: What does this animal eat? After I have shown the picture, I will listen to the class in order to hear their ideas. I am going to continue with this follow up question: Can raccoons be good or bad for people with gardens? I will do this in order to help the Ss get an idea of what they will be listening to.
I will ask Ss to read the following sentences and answer the questions that follow them: MEANING 1. Haitian migrants are taking residence in Mexico. Are Haitians living in Mexico? 2. My dog had mange and I took him to the vet. /meɪndʒ/ Is my dog OK? 3. The police looked into the bank robbery. Did the police investigate? 4. Cows leave dung on the grass after they eat. What do animals do after they eat? FORM I will elicit the form from Ss. PRONUNCIATION 1. I will model words. 2. I will ask Ss to identify the stress. 3. I will ask my Ss to drill.
I will ask the Ss to listen to the radio programme and answer the following question: What is the realtionship between the speakers? I will play the audio once and this will be individual work. Once that is done, I will ask Ss to share their ideas.
I will ask Ss to read statements for 1 minute. They will listen to the audio again and determine if these are True (T) or False (F). I will ask my Ss to justify their answers with open-class feedback.
I will ask my Ss to discuss this question: What animal causes the most damage to a garden? They will do this in breakout rooms in order to work in groups. Once they have finished, I will listen to their utterances. During this time, I will listen carefully to jot down any speaking mistakes they have made and correct them with the group.