Lesson Plan 4b
Focus on the students listening skills; Improve students vocabulary and pronunciation; Focus on the students speaking skills so they can communicate about how the topic relates to their own day to day life.
Improve students vocabulary and pronunciation of words based on the topic listening excerpt.
Procedure (44-54 minutes)
They will attempt to relate the term to what they use in their everyday lives during a brainstorm session. To avoid any reluctant speakers from the class in speaking about their own lives, T will talk about what electrical appliances she comes across from the time she wakes up till leaving the house. Ss will then be encouraged to think of their own day to day life and give some of their own examples. CCQs 1. T will introduce topic about how T themselves use electrical appliances in their day to day lives. 2. T asks CCQ “What we remember what we do every morning after we wake up to get ready to leave our homes?” 3. T will give examples such as “So for example, you may get up, get dressed and if you were to wash your hair that morning you would dry it and then get ready to have their coffee/tea or breakfast, right?” 4. T then asks the key questions, “What do we need to help us do all these things every morning?” T will try to elicit responses, most as most likely to receive response “electricity”. EDCW 1. T will use EDCW method to elicit the term electrical appliances by asking, “What is this?” by pointing to the picture of an electrical appliance. 2. T will ask “Is it a type of energy source?” Yes 3. Ss are not expected to know the word appliance so a clue will be given to elicit the word from them. T will ask “Is it an appliance that needs energy from electricity, or is it something that doesn’t need electricity to work?” Appliance 4. Drill pronunciation of word Electrical Appliance using slide that depicts the stress sounds. 5. Check the meaning by asking them for examples of electrical appliances they use. 6. Write in form of brainstorm activity on board.
T will introduce vocabulary exercise by asking them to listen to a recording of the pronunciation of 8 key words that they need to know for the lesson. They will be asked to repeat these words. No ICQs required. The key words will be presented to them in the form of images and descriptions. Ss will be asked to get into groups of 4 to match them in 2 minutes simply to test what they already know. T will then present the ss with a slideshow on each word with each meaning explained using CCQs to elicit responses. ICQs will be given here whereby T will ask ss: 1. Will we get into groups of 4? Yes 2. Will we listen carefully to the recording? Yes 3. Will we match the images to the meaning? Yes 4. Will we check the answers after 2 minutes? Yes CCQs for each word: Coal (n): 1. Is there a plural for coal? Yes 2. Can we see, feel, or touch it? Yes 3. Is it a noun? Yes 4. Use coal in a sentence “Turkey exports coal to China”? Yes Geothermal Energy 1. Is it a type of energy source? Yes 2. Can we see, feel, or touch it? No 3. Is it a noun? Yes 4. Use in a sentence “The definition of geo thermal is something related to earth’s internal heat.” Hydropower 1. Is it a type of energy source? Yes 2. Can we see, feel, or touch it? No 3. Is it a noun? Yes 4. Use in sentence: “The city depended on hydro electricity as their main energy source.” Nuclear Energy 1. Is it a type of energy source? Yes 2. Can we see, feel or touch it? Yes 3. Is it a noun? Yes 4. Use in a sentence “There is no need for oil, coal, natural gas or nuclear energy.” Natural Gas 1. Is it a type of energy source? Yes 2. Can we see, feel, or touch it? No 3. Is it a noun? Yes 4. Use it in a sentence “Qatar’s main energy source is natural gas” Oil 1. Is it a type of energy source? No 2. Can we see, feel, or touch it? Yes 3. Is it a noun? Yes 4. Use it in a sentence, “The USA buys their oil from Saudi Arabia.” Solar Energy 1. Is it an energy source? Yes 2. Can we see, feel, or touch it? No 3. Where does the energy come from? The sun 4. Use it in a sentence, “Solar power comes from sunlight.” Wind Power 1. Is it an energy source? Yes 2. Can we see, feel or touch it? Feel 3. Use it in a sentence, “wind power comes from the wind.” During the CCQs, ss will be shown the image, T will elicit a response, then the meaning will be checked through using the word in a sentence.
T will ask ss do they remember the word lecture from yesterday. Ss will say yes. T will then say that she would like the ss to get into groups of 2 to listen to a lecture about energy sources. T will then give them a text copy of the lecture. T will say that there is an exercise that ss need to do after/while listening to the lecture. The exercise will be briefly explained as separating between renewable and non-renewable energy sources. T will briefly explain what the terms renewable and non- renewable are to the ss. ICQs will be required here: 1. What will we do? 2. Will we get into pairs? Yes 3. Will we listen carefully to the recording? 4. Will we fill out the missing places in the exercise in 3 minutes? The handout exercise will be distributed. Recording will be played and then ss will be given 3 minutes to fill out gaps. T will ask for volunteers to fill out gaps on the WB with their answers. T will provide correct answers on slide.
T will explain that there is another task that requires ss to answer three questions about the recording. Questions will be distributed and ss given 1 minute to read questions. Recording will be played again and ss will be encouraged to listen for subject and object of words highlighted in the questions. T will explain that they will change their partner and have 3 minutes to complete the task after playing recording. ICQs 1. What will we do? 2. Will we change our partner for another person sitting at our table? Yes 3. Will we pay attention to keywords in questions? Yes 4. How long do we have to complete answers? 3 minutes Ask ss to do peer checking by sharing their answers with the pairs on their table of 4. Answer feed will be provided on the slide.
T will give a brief overview of Turkey and their energy sources. T will present a pie chart as to which energy resources are used in Turkey. Students will stay with their partner for PW, and be asked to speak about what the energy sources Turkey does and does not use using the information on the slides. ICQs 1. Do we know what to do? 2. Will we stay with our partner? Yes 3. Will we take turns speaking about energy sources that are used in Turkey? Yes 4. Will we use the information on the slide to help us? Yes 5. Can we use our own information? Yes Students will then be asked to share their answers with the class after they finish practicing with their partner.