RALF TP 7 UPPER-INTERMEDIATE LEVEL
UPPER-INTERMEDIATE LEVEL level
1: To provide gist reading practice using a text about going out. 2: to read for specific details
To provide writing practice: the students will write a letter to a fictitious friend in Japan (controlled activity, because I give them the topics, they have to provide the answers)
To provide speaking practice (fluency). Context: going out in different cultures.
Procedure (33-43 minutes)
I will start off the lesson by talking about Istanbul's night life and I ll show them some pictures: I will also elicit words-expressions such as: To bake: Eliciting: In Germany we have a lot of delicious cakes.. Before you can eat the cake, what do you have to do ? Do you cook the cake? No.. you bake it. CCQ: Do you bake in a saucepan? No. Do you bake bread? Yes. Oven: Eliciting.. The other day I wanted to bake a cake but I could because this “thing” in the kitchen was broken.. Do you know what it‘s called? (I will also show the picture) CCQ: Do pizzerias have ovens? Yes Where do you cook a “pide”? In an oven. BACKCHAINING DRILLING: TO BAKE A CAKE IN AN OVEN To unwind: Eliciting: The Celta course was quite stressful for most students. We need to relax after it.. do you know a different word for “to relax” … to unwind CCQ: can you unwind during a massage? yes Do you need to unwind after 5 exams in one week? Yes It is not my thing: Eliciting: I am not a good dancer. And, I am not good at dancing. I do not want to go to a club. I do not feel like doing it. It is not my thing. CCQ Do you enjoy doing it? No. Will you do it? Probably not. To hire: Eliciting: I do not own a car but I would like to use one for 2, 3 days. What can I do? (a different word for “rent” .. CCQ: Do you buy the car? No. Do you have to give it back? Yes.
I will give the article to the students and ask them to read only the title and the introduction so that they get the general idea of the text. (ICQ: are you going to read the whole article? No) Then , I will give them the hand-out with the general questions and ask them to work with their partner. I will give them an example and then they will answer the 3 questions. Then they will compare it with their partner. I will give them the answer key so that they can check their answers.
The students will be divided into 3 groups (pizza, disco and karaoke) they will read their part of the text. (ICQ: are you going to read the whole article? No.) I will tell them that it is not necessary to understand every word. Then, I will give them the hand-out with the specific questions, give them an example and then they will answer the 3 questions. Then they will compare in their group. I will give them the answer key so that they can check their answers.
The students will now write an e-mail to a Japanese friend in which they will be able to use some of the words they have learnt before. I adapted exercise 5 (a speaking ex.) from the book: I needed a writing exercise,I changed the task and also added some Turkey-related questions. I will monitor this activity and use mistakes for the error correction. At the end of this exercise (if time permits) they can check it with their partner.
During the writing and speaking activities, I will write down the most frequent mistakes and show them to the students. They will correct them themselves.