New lesson plan: Air travel,such/so....that....

Mehran

Air travel,such/so....that.... - Upper-intermediate level

Air travel,such/so....that....
Upper-intermediate level

Description

In this lesson,students will learn how to use "so/such......that....." in order to express cause and effect.The contex will be revolving around air travel isuues,and as a result,it'll bring them to an area in which they can practice the language infused with their experience.

Materials

handouts, pictures and slides

handouts, pictures and slides

Main Aims

To provide clarification and practice of So/such...that... in the context of Air travel

Subsidiary Aims

To provide accuracy speaking practice in a Conversation in the context of Air travel
To provide product writing practice of a report in the context of air travel

Procedure (35-46 minutes)

Warmer (4-5 minutes) • to get them involved in the context

They are going to be Exposed to two pictures on the board,projected by OHP, and then they'll be supposed to talk in pairs about their personal experience with regard to the images.

Lead-in (5-6 minutes) • To get them drawn even more toward the context and grammar

They'll be exposed to some pictures of different situations at the airport and the plane along with the captions saying "it's so.... ." and "it's such a......process." etc. And then they'll talk in pairs with each other so that they can share more experience with each other regarding air travel, especially its hassles.

Language Clarification (7-8 minutes) • to inductively teach them the use of so/such to express cause and effect

The same images will be projected on the board and the students are supposed to choose one of the formula handed out to each person - (so+adj+that , so +adv+that , so+many+count-noun+that , so+much+non-count-noun+that , such a+adj+count- noun+that), such+Adj+non-count-noun.) Later They'll be given some gap fill hand-outs as well as a list of words to choose from so they will match the gaps.Then they'll be asked to discover whether they have one of the forms mentioned above.

controlled practice (4-5 minutes) • to apply the language they have learned into practice with more freedom

They'll be given gap-fill hand-outs from the student's book and instructed to complete the task accordingly. For feedback,they will be chosen to write the right answer on the board. The answers later will be shown by slides on the board.

Pre-speaking(writing) (5-7 minutes) • to prepare the students for the speaking section since it builds more confidence in them before they move to a more free practice

They'll be attracted to some questions on the board and try to compose four written sentences executing the language.At last, they'll have to compare their examples with some other sentences on the board by the use of some slides.

Speaking (10-15 minutes) • To allow more free practice of the target language and to pick some potential problems and finalizing the learning process

-Firstly,they will be asked to talk in pairs about some questions brought up on the board and apply the target language into practice (OHP).In the meantime,their partners take notes of their examples of the grammar in question. -Afterward the students are grouped in 3. One of them will answer the other ones' questions for 2 minutes,and then they will switch to another member.