Shahab Raeisi Shahab Raeisi

So and Such
Upper Intermediate level

Description

In this lesson students will learn about 'so' and 'such' through guided discovery. The students are introduced to the topic with relevant visuals they studied during the privious session with me. Then they are given a text which is a part pf the interview from the listening activity and they should read some sentences and decide if they're true or false. Then the students answer some CCQs followed by the form completion. The learners do some controlled and semi-controlled practices and finally the session ends with a freer speaking activity.

Materials

Abc Gap-fill handout
Abc Sentence completion
Abc Questions HO
Abc Sentence completion #2
Abc Text, T/F, CCQs, and the Forms HO

Main Aims

  • To provide clarification and practice for 'so' and 'such'

Subsidiary Aims

  • To provide fluency in speaking through a guided discovery lesson

Procedure

Lead-in (1-2 minutes) • To greet the students and set the scene for the lesson

The teacher welcomes the learners and asks how they feel. The teacher then prepare the class for the lesson.

Engage (8-10 minutes) • To set lesson context and engage students

The teacher puts the same pictures on the walls as those in the last listening activity to connect the learners to the lesson. Then the teacher elicits for some answer for the pictures. The teacher tell the learners that thjey're going to read a text from the listening intervied and decide if the sentences in exercise A are true or false. the learners check their answers with they partners and the teacher provides the answer key. then the teacher tells the learners to answer the questions in exercise B (CCQs). The learners again check their answers with their partners and the teacher elicits for they answers. Finally the teacher tells the learners to complete exercise C (form) and check their answers with their partners. The teacher provides the answer via the projector or writes them on the board. The teacher drills the sentences both back-chain and forward-chain drills, then boards the sentences with marker or by the projector and highlights the stress pattern and form.

Controlled practice #1 (3-6 minutes) • To provide students with less challenging controlled practices

The Teacher gives the learners instructions to complete a text by so and such. The learners do the exercise individually and then check their answers with their partners. The n the teacher provides the feedback either on the board with the projector or hard copy handout answer key.

Controlled practice #2 (6-8 minutes) • To provide students with more challenging sentence completion tasks.

The teacher models the activity for the learners on the board by writing a model sentence on the board and elicits for correct answers from the class. Then the teacher instructs the learners to complete the sentences by themselves and check with their partners. Then the teacher ask fro WC feedback.

Semi-controlled practice (5-10 minutes) • To provide an opportunity to practice target productive skills

The teacher describes the game by modeling the activity for the learners and put the students in pairs. Then each group should work together and ask each other questions the teacher provided for them. The learners should pick up a paper and change turns after each question. The activity continues until all the learners ask all the questions.

Freer speaking practice (8-10 minutes) • To provide fluency for the learners to speak freely.

The teacher asks the learner to sit with a new partner. Then in this stage the learners will practice speaking in a role play. One of the students is a photographer and the other speaker is photography magazine editor. They should talk about the photos the photographer has recently taken in order to publish them in the next edition of the magazine. (Optional if the time allows) The learners are given a HO to choose the correct word and complete the sentences

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