Tennikova Daria TP7
Intermediate level

Description

In this lesson SS will discuss their own experience of learning something new. SS will get an opportunity to use the text about faikure to learn something new as a model and use some new lexis from this text to make their own stories more natural. To help SS communicate efficently we will focus on pronunciation of the TL of one of the previous lessons (be able to) in the context of learning something new.

Materials

Learning, ?size=16&default=html Power point presentation
Learning, ?size=16&default=html Power point presentation
Abc Handout

Main Aims

  • To provide fluency speaking practice in a monolugue for one minute (using be able to in free practice and lexis to describe an experience of learning something new, e.g. incredibly difficult, extremly hard, a bit disappointed) in the context of experience of learning something new

Subsidiary Aims

  • To provide SS with pronunciation practice in the context of talking about their ability to learn new things.
  • To provide clarification and practice of lexis to describe an experience of learning new things (incredibly difficult, extremly hard to learn, give up, extremly excited) in the context of an experience of learning to do something new

Procedure

Lead-in (6-6 minutes) • To set lesson context and engage students

SS look at the WB and discuss in pairs if they agree with a quote or not and why for 2 min. SS give some examples from their lives to support their ideas. Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin Read more at: https://www.brainyquote.com/topics/learning Elicit what Benjamin meant - practice is the key to success. SS think in groups of three what makes it difficul to learn new things. FB: SS exchange their worksheets and add ideas to each other lists.

Test #1 (6-6 minutes) • To gauge students' prior knowledge of the target language

Inform SS that we will work on our speaking skills today. SS choose on of the topics and think what they can tell about it. SS work in pairs and tell their partners about their experience. SS try to talk about reasons and explain what happened in their story. Each SS should speak for one minute. SS can help each other and ask questions to get more details. ICQ: What are you going to talk about? - experience of learnig something new How much time should you speak? - 1 min. What can you do if your partner doesn't know what to say? - ask questions to get more details. WC FB: was it difficult to speak for one minute? Monitor for L FB - I will gave it later. Praise SS for a good attempt and support to each other..

Teach (14-14 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Pronunciation: SS listen to the examples and repeat them altpgether. Elicit the stress and intonation. Mark it on the board. Drill again. SS listen and make new sentences. SS try to use the same sentences about their own experience. Lexis. I'll tell we will need some words to describe our lerning experience. SS put the words in the correct category indiv. Compare in pairs. Chec the key. CCQ. Elicit the verbs and forms for the lexis. SS find the verbs in the text. Elicit the stress in the words and mark it on the board. SS find the linkers in the text and underline them. Compare with a partner. WC FB: Elicit from the SS which words help us to limk the ideas and why we use them. SS think how they can use these phrases in their stories. SS get the worksheets with a short plan. SS work individualy and make notes. SS think how they can use these phrases in their stories.

Test #2 (6-6 minutes) • Check students' use of the target language again and compare with the first test

SS change pairs. SS tell the partners about their experience. Partners have a check list and tick the phrases they hear.Monitor for L FB. SS discuss what they've heard in terms of using the phrases. WC FB: language FB

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

SS choose one more topic. They have two minutes to make notes about what they are going to say. SS listen to each other and tick the check list. SS discuss in pairs what they've heard. FB: SS discuss in groups of four if it was difficult or easy this time. Sum up: elicit what they've learnt to do. Praise

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