TP5 - Galant
To introduce, or in some cases review, lexis related to crime in the context of news reports on crime.
For the students to practice reading, both for gist and for specific information, in the context of news reports on crime.
Procedure (41-58 minutes)
T tells brief anecdote about a time he experienced a crime. T asks Ss if they have ever had anything stolen from them.
T chests text, introducing the topic of crime in the news. T instructs Ss to keep HO folded, quickly read the text (given about two minutes), and match the news headlines to the stories. ICQ: Are we going to unfold the HO? (No). T distributes HO. Ss complete exercise while T monitors. FB: Ss check answers in pairs, then T elicits answers in WC FB.
T instructs Ss to unfold previous HO. T instructs Ss to use the words that are highlighted in the text to fill in the gaps of these sentences. Ss complete exercise while T monitors. FB: Students check in pairs. T gives markers to early finishers to write answers on WB. T briefly goes over answers on WB, focusing on problem areas.
Ss have already completed exercise that gives basic definitions of TL. T asks CCQ's (see Language Analysis) to ensure that Ss comprehend meaning. T drills pronunciation of lexis. T writes phonology and stress next to lexis on WB. See LA. T clarifies form of lexis, eliciting parts of speech from Ss. See LA.
T chests ex3 HO, instructs Ss to match the words from the word bank to the gaps in the news stories. T notes that Ss can use the earlier text for help with most of the words. T distributes HO. Ss complete exercise while T monitors. FB: Ss first check answers in pairs. T then provides answer key on WB, which Ss can use to check answers.
Ss have already completed exercise that introduces meaning of TL. T reads definitions of lexis, asking Ss to choose which word is correct. T asks CCQ's (see Language Analysis) to ensure that Ss comprehend meaning. T drills pronunciation of lexis. T writes phonology and stress next to lexis on WB. See LA. T clarifies form of lexis, eliciting parts of speech from Ss. See LA.
T instructs Ss to get into pairs. T explains that in this exercise, Ss will each receive a few pictures. They are first going to work in pairs, to describe their pictures to their partner using the new lexis. Ss are not to show each other their pictures. T distributes pictures. Ss discuss while T monitors, noting errors. ICQ: Are we going to show our pictures to our partners? (No). T then instructs pairs to decide what order they think the pictures go in, still without showing their pictures. Ss discuss while T monitors. FB: T elicits order of pictures from students, requiring them to describe the answers using the vocabulary, not just by showing the picture. T puts pictures in order on WB.
Now that the pairs have put the pictures in order, T instructs pairs to, together, write a short newspaper report trying to incorporate as many of the vocabulary words as possible. Ss complete exercise while T monitors. T writes overheard errors on WB. FB: T asks pairs how many of the vocabulary words they used. If there's time, T elicits corrections to errors written on WB.