Amjad Alsaim Amjad Alsaim

Functional Vocabulary
Intermediate level

Description

In this lesson, students will learn about the functional language in the context of talking about success based on reading a text about the secrets of success. In this lesson, the teacher will teach vocabulary as the main aim, and speaking as a sub-aim. The vocabulary will be about the secrets of success. The teacher will start the lesson with a lead-in that would help him elicit some expressions from the students. Then, the teacher will do MFP of the target language using elicitation and concept checking questions. Then, the students will do a sentence completion to apply the TL. Afterward, the teacher will quickly ask the students to match words with meaning. Finally, the students will practice all what they have learned in the lesson in a final task that helps them use the target language in a personalized way.

Materials

Abc Exercise

Main Aims

  • By the end of the lesson... Learners will be able to develop their functional language in the context of talking about success.

Subsidiary Aims

  • By the end of the lesson... Learners will be more familiar with a number of vocabulary items relating to success Learners will have developed oral fluency on the topic of success Learners will have the opportunity to develop their speaking skill through pair and group work Learners will be better able to use some expressions with dependent prepositions

Procedure

Lead in/ Vocab presentation (5 minutes) • To engage students in the topic and present vocabulary.

Students work in groups T asks Ss to look at pictures and discuss: 1) What can you see? 2) Which are you proud of? Monitor and help where necessary. Elicit a few answers. Flash the answers on the screen with the pictures then leave the pictures on the screen. Elicit other words related to success such as "focus, believe, talent, work hard, opportunity. Write on the board: to be a higher achiever/ world class at sth to have a natural talent for sth/ the opportunity to do sth

Pre-teach vocabulary/ Clarification (10 minutes) • To clarify the meaning, form and pronunciation of the target language

T tells the students to look at a number of pictures (work hard, be a higher achiever, have a natural talent for, focus on, have the opportunity, believe in yourself, master, world-class.) T asks SS to look at the first picture. SS look at the pictures. T elicits the meaning of the word " Work Hard" from the SS T uses CCQs- If you work hard in your tasks, do you use more energy and time or less energy and time? Do you work for short or long hours? T models and drill as a class and individually T elicits the form from the students T does the first one as an example. For the rest of the words, T will display pictures on the screen do MFP and check understanding with examples, elicitation, and CCQs. T tells SS we will use some of these words later in the lesson so to write them down.

Semi- Controlled Practice (10 minutes) • To allow SS to put into practice the T.L. in exercises

T hands Ss a printed exercise where they will have to do sentences completion with 8 phrases from the language box to double check their understanding on how to use these phrases in different types of sentences. T does the first one as an example T asks students to read the sentences T asks Ss to work alone Pair work and pair check Individual work - Pair check Boarded/Screened Feedback

Semi-Controlled Practice (10 minutes) • A deeper understanding of the meaning of the lexis and ability to check understanding

T provides SS with a printed exercise for a “match meaning” activity T asks students to read the sentences T does the first one as an example T asks Ss to work alone Pair work and pair check Individual work - Pair check T tells Ss that answers are under their chairs

Free Practice (10 minutes) • To provide additional practice of the TL and SS have more say over the phrases they have studied

T asks Ss to write two sentences which are true for the Ss. T reminds the Ss to use the phrase that they have studied. T does the first one as an example T asks Ss to work alone Pair work and pair check Individual work - Pair check Boarded/Screened Feedback

Web site designed by: Nikue