Azra Bosnjak Azra Bosnjak

Lesson 2
Pre-intermediate level

Description

In this section Ss are introduced to telling stories. They revise Past Simple and Past Continous is introduced.

Materials

71ihwhhatganzxhnrreh ho 1 HO1
Cqqseq3lrdmsufktml6y adventure Adventurous
Ao8f9xgkrx6jxjuu3afw travel Travel
Tuuticvtoio4ff7o2ifz map A map
Gzevymoxseoswyd4bvaw work with a partner Ex 3
2yxt2a4aqz2cyqmynkkv write the questions ex 7

Main Aims

  • To provide an introduction to past tenses in the context of telling stories from the past

Subsidiary Aims

  • To provide speaking practice using a recording of two characters' stories in the context of travel and adventure

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Show them the picture of Ed in nature. TT: What is in the picture? Describe what you see. Is Ed doing something dangerous? Where is he? Is he alone or does he have company? What does he look like? What is his facial expression? Is he on a journey? Is he traveling somewhere? Is he doing something adventurous? Write on WB: journey, adventurous, travel

Pre-listening (2-3 minutes) • To prepare students for the text and make it accessible

Tell Ss that Ed is in the news. Ask: What do you think, why is he on the news? Did he do something bad or something extraordinary?

Pre-listening 2 (10-10 minutes) • Introduce them to the new vocabulary

Explain vocabulary on the WB. Show Ss a picture of a man jumping from a cliff to explain the meaning of "adventurous". Ask: What is the guy in the picture doing? Is this dangerous? Is it exciting? Is he enjoying himself? Does he have a boring life? Write on WB model sentence: He has an adventurous lifestyle. Underline "adventurous" Explain the word "travel" by showing Ss a picture of a globe with famous places in the world. Ask: What's in the picture? Tell Ss: First I am going to Brazil, then to India, after that London, Paris and Rome. Ask: What am I doing? Am i staying in one place or moving? Write on WB model sentence: She enjoys traveling around the world. Underline travel. Explain the word journey. Show Ss the same picture of a globe. Ask: Where am I going? If I go from London to Paris and then from Paris to Rome, what am I doing? Point out that traveling from one place to another is a journey. Model sentence: She is on a long journey across the Europe. Underline journey.

Listening for gist (5-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Play two recordings and tell Ss to listen carefully. Ask: What are the names of these two people? What did they do? Point out on TL on the WB to help Ss explain the stories.

Listening for detail 1 (10-10 minutes) • To provide students with an example of more challenging detailed, deduction and inference reading/listening tasks

Write the first question of ex.3 on the board: How far/Ed walk? How far did Ed walk? Ask Ss: what is the difference between those two sentences? Show Ss a HO of ex.3. Tell them to write question like the example on WB. Put Ss in pairs. Give Ss HO of exercise 3. Check their answers and see if they had some difficulties. Show Ss a map of Ed's journey. Ask: What is this? What is on the map? What is the line across the map representing? Can you find Maruda? And Camana? Put them in groups and give them a map. Tell them to answer questions from ex 3 by using the map. Play recording 1 again and check their answers.

Listening for detail 2 (10-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Work in pairs and tell Ss to do ex 7 like they did ex 3. Play recording to check Ss answers.

Post-Listening (2-2 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

TT: Do you think Ed is crazy? Would you do something like this? Did you ever do something adventurous?

Web site designed by: Nikue