Ilona Ilona

Copy of TP6
A2-B1 level

Description

In this lesson, the students learn about some vocabulary through guided discovery based on a text about health and the body in the context of a magazine article. The lesson starts with a whole class discussion about the visuals of some magazines on health & lifestyle, and goes on with a pair work activity where students answer the questions on a lifestyle questionnaire. This is followed by gist and specific information reading where students read and match the vocabulary to their meanings. Afterwards, students are provided with the concept checking questions for the target vocabulary where they discover the meaning for themselves firstly. Finally, there is a controlled written practice focused on using the target language accurately and a free activity where the students work in groups, write their own questionnaires on health using the target vocabulary, ask and answer those questions and discuss who is the healthiest person in the group.

Materials

Abc Audio 2-50
Vqzvqowvqpmmd7fedoge answer key controlled practice answer key-controlled practice.docx
B66vlq8rbm9r2v8ybzoq brain brain.docx
Dqwmcuuvqkiwl3gem805 vocabulary analysis tp6 Vocabulary Analysis TP6.doc
B0qvd0rtf2ozshkmnrxw ccqs CCQs.docx
Jj2645grkczcotwjlspv text in wordle text in wordle.pptx
Sy1z7rtbssayuuf9ndag magazines magazines.pptx
Pzoakketqaw6sowumfao controlled voc activity controlled voc activity.docx
Abc Hand-out

Main Aims

  • To provide clarification and practice of some vocabulary in the context of a magazine article

Subsidiary Aims

  • To provide product writing practice of a questionnaire in the context of health and the body
  • To provide fluency speaking practice in a interview and debate in the context of a lifestyle questionnaire
  • To provide gist and scan reading practice using a text about health and the body in the context of a magazine article

Procedure

Lead-in/ Building context (5-8 minutes) • To set lesson context and engage students

-T shows a few magazines on 'health and lifestyle'. Is: "What are they?" -T elicits answers from the WC. "What kind of information can you find in them? Very shortly, discuss with the person sitting on your right." -T elicits answers. -T sets the task. Is: "Work with your partner again. Ask and answer the questions in Part 1. 3 minutes." -T elicits opinions of Ss: "Do you think your partner has any unhealthy habits?" -WCFB

Prediction task (3-5 minutes) • To encourage students to predict/ think about the content of the text and give them a reason to read the text

-T shows the word cloud of the reading text on the OHP. Is: "This word cloud is from today's reading. What can you see in the text? Which words are the biggest? Why do you think they are the biggest? What do you expect to read?" -T elicits the answers from the WC.

Reading task (3-5 minutes) • To practice reading for gist and to contextualise and introduce the target language

-T sets the gist task. Is: "Read the text quickly and find if your guesses are right. 2 minutes." ICQs: "You are reading ... and you have ..." -Check in pairs. -T elicits the answers from the WC. -T gives WCFB.

Highlighting target language (6-8 minutes) • To highlight the target language so that learners are focused on it

-T sets the task. Is: "Read the article again. Look at the underlined words related to health and the body. Match them to a picture or a definition. 4 minutes." ICQs: "Which words are you looking at? (Underlined words.) What do you do? (Match.)" -Check in pairs. -T gets ss to listen to the audio once and check their answers. Is: “Listen and check your answers.” -T writes the answers on WB after the audio.

Clarifiying target language (10-12 minutes) • To clarify meaning so learners understand it, clarify the pronunciation so learners know how to say it, clarify form so that learners know how to construct it

-Ss work on the guided discovery questions. Is: "Work individually. Look at the text again. Find these four words and try to answer the questions under each word. 5 minutes." ICQs: "Individually or in pairs? (Individually.) How much time? (5 minutes.)" -Check in pairs. -T elicits the answers and shows the correct answers on OHP. -T does drilling for the target language. -T does MFP on the other three words too by using visuals, elicitation and drilling. -T does hot error correction if there are any pronunciation mistakes.

Controlled Practice (3-5 minutes) • To provide controlled written practice focused on using the target language accurately

-T sets the controlled activity. Is: "Work individually. Fill in the blanks with one of the words in the box. 3 minutes." -Check in pairs. -T gives the answer key.

Free Practice (10-12 minutes) • To provide students with freer oral and written practice and use the language productively

-T sets the free practice activity. Is: "Work in groups of four or five. Write your own questionnaire on health and lifestyle. Try to use the new vocabulary in your questions. You can get help from the questionnaire in Part 1. 2 or 3 questions are enough." -T monitors and provides support and error correction if necessary. -Is: "Ask and answer these questions to each other and find who is the healthiest person in your group." -T elicits the answers from each group.

Web site designed by: Nikue