English Lesson Planner

Natalie

TP 8a - Upper Intermediate level

TP 8a
Upper Intermediate level

Description

In this lesson, students will be focusing on receptive skill of listening in the context of 'rules and regulations'. Students will be taught new vocabulary based upon the 'annoying rules' and will use the productive skills of speaking and prominently writing as a follow up to the listening.

Materials

Context setting_annoying rules

Worksheet_TP8

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Language analysis_TP8

Context setting_annoying rules

Worksheet_TP8

Language analysis_TP8

Main Aims

To provide gist listening using text about annoying rules, students to listen for general detail about complaints as well as listening for specific information on the vocabulary used and intonation of the speaking in the context of rules and freedoms.

Subsidiary Aims

To provide accuracy speaking practice about annoying rules, focusing on sentence stress and intonation in the context of rules and freedoms
To provide product writing practice of a poster in the context of annoying rules, for students to use personalised examples to show their understanding of the topic

Procedure (40-50 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Focus SS on WB and ask them why rules there are connected to the picture. Give the answers verbally to the SS. Houses of parliament: it is illegal to die in there Turkish beer: It is illegal to sell after 10pm Postage stamp upside down: It is illegal to put a postage stamp with the queen on it upside down. Check the meaning of wheel clamp, to have your car clamped. Car clamp: ask the students what the person might have done wrong. Ask which of the rules are silly and which are annoying and why.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

Ask students to think about the rules connected to; Driving, smoking, flying and ID cards. Teacher to gain WCFB from students Pre-teach key vocabulary: see language analysis.

While-Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information listening tasks

ECDW key vocab for the listening (see language analysis) Students to write down a single sentence to summarise what each person is complaining about. Complete ICQ checks and play recording. Students to check in pairs before handing out the answer sheet.

While-Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Students to link the two halves of the phrases before listening to the recording for a second time. Sts to check their answers when they listen again. Drill these key phrases, using disappearing dialogue technique to secure pronunciation and memory. Students to practice using these key phrases speaking in pairs. Teacher to concentrate on error correction in terms of intonation and accuracy of phrases.

Post-Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned using the recpetive skill of writing.

Elicit key termonology for posters: bored, title, bullet points to structure the students writing work. Students to create a poster of annoying rules in relation to their work place or study, town, city or country, or where they live. These can be silly rules that they students make up. Posters to be placed up on the wall and others to look at these posters providing peer correction. Teacher to monitor closely during activity and provide key vocab that the students may need. Teacher to provide WCFB and error correction if needed.