English Lesson Planner

Patrick Ward

TP6 - B2 level

TP6
B2 level

Description

In this vocabulary lesson ss will use a written text to introduce them to prepositions in the context of identity theft, with opportunity to practise speaking using what they have learned.

Materials

HO1&2

Main Aims

By the end of this lesson, students will have had the opportunity to practise use of prepositions in the context of identity theft.

Subsidiary Aims

By the end of this lesson, students will have had the opportunity to read a written text about identity theft for gist and detailed comprehension, and also to practise speaking with the TL.

Procedure (40-49 minutes)

Lead-in (5-5 minutes) • To generate interest in the context of the text

T pretends to take a phone call at the start of class. It is soon obvious that T is falling for a scam to give over personal details to someone who will use them for fraud. Conversation example: "Hello? Yes, this is Patrick Ward. Wow, £100 million? Yes, I'll give you my credit card details... [reads out some numbers] I was born on 4th April 1981. Why do you need my Facebook password? No, OK, sure..." etc. After the call I stop as if to realise I have made a mistake. I ask the class to briefly discuss in pairs what I did wrong and what might happen with my information. I elicit a few responses.

Reading for gist (2-3 minutes) • To introduce the text

I try to elicit the term "identity theft" from the class, or I write it on WB. I tell them to attempt to answer the question at the top of the HO featuring the text ("How much is the Versace suit?"). I tell them they have 2 minutes, and after that time I elicit the answer.

Reading for specific information (6-7 minutes) • Ss to further familiarise themselves with the written text

Tell Ss to unfold the next part of the HO and read the text to answer activity 2 individually. FB given through eliciting from WC.

Highlighting the TL (8-10 minutes) • Ss to take note of the verbs and prepositions in the text

Ss told to individually attempt questions 3a and 3b. FB is given to WC by nominated/volunteering students writing their answers on WB. FB on 4b elicited from WC.

Highlight TL 2 (7-8 minutes) • To further acquaint ss with the TL

Ss to individually attempt Q4. FB given with PW. Ans key given after they have done so on HO2.

Clarifying TL 1 (2-3 minutes) • Clarify the pronunciation so learned know how to say it

Elicit from WC, is the preposition a strong form or weak form? Use model sentences still on WB. Drill one or two of them.

Clarifying TL (5-6 minutes) • Clarifying meaning and form of TL in controlled practice

Ss told to attempt Q5 in pairs. ICQ: Do you work in pairs or alone? (pairs) ICQ: Do you write a verb and preposition for each question? (yes) Ss told to unfold HO for ans key.

Language practice (5-7 minutes) • To provide freer oral practice and use the language productively.

Ss told to ask each other questions from activity 5 in pairs. T to monitor each pair to see how they are doing and intervene if there are any difficulties.