English Lesson Planner

Ahmadreza Youneszadeh

TP1 - Intermediate level

TP1
Intermediate level

Description

In this productive lesson, students will practice fluency speaking in the context of family life and change. They revise some family vocabulary and try to use some useful language for discussion about family.

Materials

Handouts 1-5, Projector, White board, Powerpoints

Handouts 1-5, Projector, White board, Powerpoints

Main Aims

To give Ss practice in speaking for fluency in a discussion about family life

Subsidiary Aims

To review/clarify and give Ss practice in vocabulary for family members To give Ss practice in listening for specific information and detail.

Procedure

warmer/lead-in • To set the context and get Ss interested

Show a photo of a family and elicit what the photo shows. Show a photo of a family tree and elicit what the photo shows. Draw my family tree on the board and tell Ss a little about them to revise some family words. put Ss in pairs and ask them to do the same.

 Useful language 1 – vocabulary • To set the context and revise some family-related vocabulary

Put Ss in pairs. Give Ss HO1 with 3 photos and ask them to talk about the photos answering the following qs: What’s happening in each photo? What do you think the relationship is between the people? w/c feedback Give them HO2 and ask them to discuss the difference between the words in the HO2 w/c FB

 Exposure • To practice in listening for specific information and detail

Give them HO3 and ask Ss to read it and guess the missing information. Play the audio for Ss to check their answers. Peer check before w/c FB

 Useful language 2 • to focus Ss on the language in the Useful Language box

Give HO4 to complete working on meaning and form Peer check before w/c FB

 Productive skills preparation • To allow time for Ss to prepare for their speakingk task

Give Ss HO5 and allow time to read and think of ideas/answers

 Productive tasks • To give Ss practice in speaking for fluency in a discussion about family life

Put Ss in groups of 3 and ask them to discuss their ideas/answers. Monitor and listen for good ideas, good language and errors for (delayed correction).

 Feedback & error correction • To do w/c FB on ideas and good language. If time to correct Ss’ errors

To do w/c FB on ideas Put Ss’ errors onto w/b and elicit corrections(if time)