New lesson plan: Speaking- Superstitions

Baoyan Lin

Speaking- Superstitions - B2 level

Speaking- Superstitions
B2 level

Description

In this lesson, Sts will be exposed to vocabulary through variety of speaking activities about the context of Superstitions. The lesson starts with a discussion of superstition. Then I will elicit the lexis (collocations) from Sts as a prediction task before expose them to the actual activity. Then introduce and clarify the main collocations with them through guided discovery approach.

Materials

No materials added to this plan yet.

Main Aims

By the end of the lesson Sts will have been introduced to collocations through various speaking activities so that they have a chacne to develop their iral fluency.

Subsidiary Aims

To clarify lexical association of superstitions.

Procedure (33-50 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

-T asks to Ss to close their eyes and listen to a audio carefully of what's in the lisetening. -T asks Ss to discuss in pairs for 1 min of what today's lesson context is about. -If they are stuck, put a picture on the board and remind Ss.

Exposure/Prediction (4-6 minutes) • To provide a model of production expected in coming tasks through brainstorming.

-T put Ss in pairs and ask them to come up with as many superstitions that they know as they can think of (for 1min), then tells them to watch a video which will mention the most popular superstitions. -Ss will be told to tick off the ones that they have discussed with the ones mention in the video.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T checks to see what superstitions are there, and elicit the ones that are not in T's plan and add to the board. (Highlight the TLs) -T clarify the TLs by asking Ss to match the meaning to the word on the HO. Then answer Q(b) on what form is these words in? -T projects these target collocations and drill it with the class, where stresses and links will be highlighted. -T also needs to elicit the form of these words and demonstrate what T meant. -T does WCFB through discussion.

Introduce further more useful language (3-5) (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

-T gives Ss a HO with new 4 superstitions and asks Ss to match the word with it's meaning, also to guess which country these superstitions is from and why do they think it's from that country. (Highlight TLs) -T projects these target collocations and drill it with the class, where stresses and links will be highlighted. -T does WCFB through discussion.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

-T will asks Ss to come up with their own superstitions, which does have to be real but convinced. -T models one on the board like 'if you spill the coffee, you will get stomachache for the day. -T gets Ss to work in groups and share their ideas. -Monitor and take notes for later error correction.

Feedback and Error Correction (4-7 minutes) • To provide feedback on students' production and use of language

-After T monitored the practice of Ss, T will take notes and do WCFB- E/C

Backup practice task (4-8 minutes) • To provide speaking practice for oral fluency (Just in case).

-There are questions stuck around the room, T will asks Ss to work in pairs and go around the room to discuss as many questions together as they can. -T monitor -T gives FB/EC to wrap up the lesson.