New lesson plan: TP4 LP_Mailys Rouleau

Maïlys

TP4 LP_Mailys Rouleau - Upper intermediate level

TP4 LP_Mailys Rouleau
Upper intermediate level

Description

In this lesson, students will be introduced to several phrasal verbs in the context of urban legends. First, they will be exposed to three differents urban legends. Then, I will cover MPF of 6-8 phrasal that were in the 3 texts. After that, students will complete a CP task in order to apply what they've learned. Finally, they will practice speaking skills discussing some questions in small groups. I will conduct feedback on the activity and clarfify some mistakes students made while they were talking.

Materials

Google slide presentation - urban legens

Task 1 - Exposure (gist)

Task 2 - CP

Task 3 - Freer practice

Google slide presentation - urban legens

Task 1 - Exposure (gist)

Task 2 - CP

Task 3 - Freer practice

Main Aims

To provide clarification and practice of phrasal verbs in the context of urban legends

Subsidiary Aims

To provide gist reading practice using a text about urban legends
To provide clarification of the meaning and form of phrasal verbs in the context of urban legends
To provide fluency speaking practice in a discussion about urban legends.

Procedure (39-39 minutes)

Lead-in (3-5 minutes) • To engage student in the context of the lesson (urban legends).

Students are presented 2 questions: 1) Do you know what an urban legend is ? I will give students the definition of urban legend and ask them the second question: 2) What are some urban legends popular in your country ?

Exposure - Task 1 (8 minutes) • To introduce and engage students to the TL

I will set instructions for task 1 on my presentation: > Read the 3 following urban legends a) b) c) > Answer the following 3 questions individually. > You have 6'-7' 1) Which story did you prefer ? 2) Which one do you think is true ? 3) Which one was the most surprising ? Feedback: Students share their answers with the whole class (2')

Clarification of TL / MPF (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language.

At this stage of the lesson, I will guide students through the process of understanding the TL. I will cover MPF of several PV that were used in the texts by: Meaning: - Elicit meaning of phrasal verbs asking CCQs. Pronunciation: - Ask students to repeat phrasal verbs within and without a context. Form: - Elicit the form asking CCQs such as: What come after the verbs ? A preposition or an adverb ?

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

> Students will be asked to complete a CP task individually. (6'). > Instructions will be set on the presentation. > I will ask students to read the sentences and ask them if they have questions about the exercise. > We will do the first sentence together: My brother always escapes punishment for being late for work. escapes punishment can be replaced by get away with. After students have completed their task, they will check their answers with a partner. BORs (4') I will send them an answer key and ask them if they have any questions about the answers. (2')

Freer Practice (7-8 minutes) • To provide students with free practice of the target language

On my presentation I will set the following instructions for this last task: > Discuss the 4 following questions in BORs with a partner. (5') > I will send them a last handout with those questions. Students return to the main room for open-class feedback. (2'-3')

DEC (3-4 minutes) • To make students understand some common errors.

While students are talking, I will identify some mistakes they made. I will write those sentences on my presentation and check them with the students.