David Norcross David Norcross

TP 8 - Injuries and Accidents
Intermediate level

Description

In this lesson, Ss will be exposed to new vocabulary about injuries and accidents, as well as to some phrases for placing an action in time. Ss will have a chance to practice this vocabulary in a controlled setting before using it in free conversation with each other.

Materials

Ycxflbathmjwouc0yfvn slipping vs. tripping Slipping vs. Tripping.docx
Rjahoa06rxeb8ktpq1p0 contextualizing phrases Contextualizing phrases.docx
Vimmcu1tt9sghxawxpeh warmer pictures Warmer Pictures.pdf
Bes6crxvrxk0jj70jrtz gap fill and answer key Gap-Fill and Answer Key.docx
Atmxfu0gqkoyjrxz2sye brainstorming break, cut, bang, drop, break, trip, slip Brainstorming - break, cut, bang, drop, break, trip, slip.docx

Main Aims

  • To provide clarification and practice of lexis about injuries and accidents in the context of casual anecdotes.

Subsidiary Aims

  • To provide specific information listening practice using a text about injuries and accidents in the context of five short conversations.
  • To provide clarification of collocations using noun, verb + ing, or basic verb in the context of talking about injuries and accidents.
  • To provide accuracy speaking practice in a casual conversation in the context of injuries and accidents.
  • To provide gist listening practice using a text about injuries and accidents in the context of five short conversations.

Procedure

Warmer - Pictures to Prepare for Listening (3-5 minutes) • To engage students in the topic and activate their top-down processing for the listening

- Show Ss pictures of people who have had various injuries or accidents, and ask them to talk in pairs about what they think happened. - WC FB.

Listening for Gist (5-7 minutes) • To expose Ss to the TL for the day, and get them to associate it with the pictures

- Instruct Ss to think about which picture matches which conversation. Play the recording. - Play a second time if necessary. Ss talk in partners about which picture matches. - WC FB.

Listening for Specific Information (6-7 minutes) • To get Ss to listen for TL

- Instruct Ss to fill in the gaps with the correct vocabulary. 2 minutes. Pass out gap-fill worksheets to Ss. - Ss check with a partner. - Instruct Ss to check their answers with the recording. Play the recording. - Answer keys on the walls around the room. Ss stand up and go to the answer keys to check their work.

Vocabulary Practice (7-8 minutes) • To give Ss more familiarity with the TL

- Write "slipping" and "falling" on the board. Ss take cut outs of pictures and place them in the right category. - Prompt Ss to find 4 body parts you can break, 4 you can cut, and 4 you can bang. 4 things in the home that break if you drop them. 4 things that make people trip, and 4 that make them slip. Work in pairs or groups.

Practice with Contextualizing Phrases (6-7 minutes) • To give Ss practice with more lexis used with previous TL

- Ask Ss to match parts of contextualizing expressions from the conversations. 1 minute. - Ss check with a partner. - Ss write FB on the WB. - Highlight the difference between noun, verb + ing, and basic verb. - Practice worksheets to Ss. - Ss check with a partner.

Brainstorming Sentences (7-8 minutes) • To give Ss practice linking controlled vocabulary with vocabulary describing their own ideas and experiences.

- Instruct Ss to complete the sentence beginnings they've written. Elicit a couple models, and say a model if necessary. Illustrate the break between the first part of the sentence, AND, then the second part. - Ss write different sentences using contextualizing phrases together with their own experiences. - Share with a partner.

Free Speaking Practice (7-8 minutes) • To provide students with free speaking practice of the target language

- Ss mingle with different partners sharing their experiences with injuries and accidents. - Monitor and record language for FB.

Feedback and Error Correction (4-6 minutes) • To share FB about Ss experiences, and the TL

- If time, board some mistakes for error correction. - Ask Ss to share their experiences with the whole class.

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