English Lesson Planner

TP1 - B1+ (Intermediate) level

TP1
B1+ (Intermediate) level

Description

In this lesson, students learn about the second conditional through guided discovery based on a reading text about the lottery. The lesson starts with a discussion about intercultural experiences. This is followed by listening for the main idea where students listen and find out how Federico felt during the day and at the end of the day. After that, there is a listening for details idea where students need to listen and answer the questions. Finally, there is some semi-controlled practice through writing sentences and free practice via a final speaking activity.

Materials

Coursebook p. 28

Coursebook p. 28

Main Aims

To provide clarification and practice of lexis to talk about change in the context of intercultural experiences.

Subsidiary Aims

To give practice in listening for gist and specific information, and speaking for fluency.

Procedure (36-52 minutes)

Warmer/Lead-in (3-5 minutes) • To set context and engage students’ interest.

The teacher puts discussion questions on the board about the intercultural experience: *Have you ever been abroad? *What was different/same to your country? (Food, people, clothing, greetings, hospitality, traffic, etc.) Students discuss the questions in pairs. Open class feedback. Teacher asks one or two students to share their ideas with the class.

Exposure - Listening 1 (5-7 minutes) • To develop students’ ability to listen for a general understanding.

Before reading, students will take a look at the pictures and try to predict why Federico was in Egypt for a year. Ex. 2 The teacher sets the task before reading: how did Federico feel during the day and at the end of the day? Students listen to the story of Federico. The teacher plays the recording. Pairs check their answers. The teacher monitors to see if students need to listen again. The recording is played again if necessary. Teacher elicits the correct answers.

Exposure - Listening 2 (5-7 minutes) • To develop students’ ability to listen for specific information. To focus students on the target language.

Ex. 3 Students read the questions before listening again. They tell what they can remember. Students listen to the story again. Before they do, the teacher asks the students to note down the answers. The teacher plays the recording. Pairs check their answers. The teacher monitors to see if students need to listen again. The recording is played again as necessary. Teacher elicits the correct answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ex.4 The teacher asks students to take notes on cultural differences Federico talks about. Pairs check their answers. Teacher elicits the correct answers.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Ex. 5 Ss focus on the sentences from the listening in the box. Students discuss the answers in pairs. Teacher elicits the correct answers. Drill some of the phrases for pronunciation.

Semi-Controlled Practice (6-8 minutes) • To give students initial confidence using the target language and prepare students for free practice

Ex. 6 The teacher gives an example of Vocabulary ex 6a. Students do the exercise individually. The teacher monitors and helps as necessary. Pairs check together. Teacher elicits the answers onto the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ex. 7 The teacher tells students that they are going to discuss the aspects of their own cultures. Students prepare their stories by thinking about the ideas, and then the language they need to tell the story. The teacher monitors and helps students as necessary. Students tell each other their stories in groups. The teacher monitors unobtrusively. The teacher helps students as necessary and notes down some of the things students are saying.

Feedback (3-5 minutes) • To give students feedback on their ability to communicate. To give students feedback on their language use.

The teacher asks students to share their ideas. The teacher writes examples of good language which students produced and language which needs further work on the board. Pairs discuss the language, discussing how to correct or reformulate the language which needs more work. The teacher praises students for the good language and elicits corrections and reformulations for the rest.