Hatsuna Yasuda Hatsuna Yasuda

Explore-TP2-Group D-Intermediate
Intermediate level

Description

In this lesson, students will begin with a short listening about a travel. They will quickly get the gist of the class topic "changes in life'. Then, they will learn vocabulary which relate to the class topic and have semi-controlled and freerer activities to practise the target language.

Materials

Qtelktblt6ap7nf28wjz ho2 HO2
Am05wwfsrqpdzjcdloc1 ho4 HO4
W9kzgta2qjojmnps3ati wb image 1 WB-image-1
Mezovfqoqlmpcbwtquaa wb phrase 1 WB-phrase-1
4ztksldqs5meoay8ujcj wb words 1 WB-words-1
Edhy0kuthqpijnh0g77w ho1 HO1
Ohmgd1rqcm5amtswub5i ho3 HO3
6ioidca2q68a6cc3ghpa ho1 2 HO1-2

Main Aims

  • To provide practice of vocabulary relating to changes in life in the context of travel and cultural differences.

Subsidiary Aims

  • To provide gist listening practice and semi-controlled and freerer speaking practice using a text about cultural experiences in the context of travel

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Ask Ss to work on ex 1. Ask them to read the questions quickly. Give them HO1. Ss stand up, work in pairs and discuss their experience about the questions. S1 reads the questions for S2, and S2 answers the questions quickly and vise versa.

Test #1 (3-4 minutes) • To gauge students' prior knowledge of the target language

Show Federico's picture on the board. Ask Ss where he comes from. Then show Egypt's picture on the board and ask where he is now. Give them HO1-2, and let them read it quickly. Then, say "Let's listen to Federico", and play the recording. Peer-check and w/c FB (Elicit "appreciated hospitality", "didn't feel comfortable", "felt awful", and "he'd upset Manu" on the board).

Test #1-2 (3-4 minutes) • To gauge students' prior knowledge of the target language

Ask Ss to read HO2 (1 min). Tell them to take notes. Give ICQ: Are you going to work alone? Will you take notes? Are you going to answer the questions? Play the recordinig. Ss answer the HO2 individually. Peer-check and w/c FB.

Teach (13-14 minutes) • To clarify areas of the target language where students might have difficulty in the first test stage

Tell Ss to think how Federico's feeling has changed in Egypt. Show 6 phrases on the board, and give them CCQs. Draw a cline on the board by showing 3 categories:1) a present situation, 2) a past situation, 3) a process of change. Work in pairs / group (if it's a big class) . Give Ss strips of each phrase and ask them to post them on the correct place on the board (3-4 min). Drill the phrases.

Test #2 (8-9 minutes) • Check students' use of the target language again and compare with the first test

T tells Ss to make 5 sentence by using the phrases from ex 5 individually. Give them 1 example and then, ICQs: are you going to work in pairs? (no); Are you going to write sentences? How many? (yes, 5) Give Ss HO3. (4-5 min) Monitor and help where needed. Ss in small groups and compare their answers. Nominate few students for FB and find who has the similar experiences.

Free practice (13-14 minutes) • To provide students with free practice of the target language

T shows the words from ex7a on the board. Check and elicit the meanings of personal space, hospitality, work-life balance, sense of humour, and the difference between employer and employee. Ask them to write the answers for 3 questions in 7a individually. Encourage them to use their knowledge and phrases from HO3. ICQs: do you work alone? Are you going to write? How many questions? Are you going to use HO3? Then, give them HO4. (5 min) Ss work in groups (3-4) and discuss their ideas. Monitor and list good examples or errors. W/C FB: Nominate some Ss for their ideas on 3 points. Ask others if they agree or not. If time, do some error correction at the end

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