English Lesson Planner

Alev Turhan

TP-6 - Elementary level

TP-6
Elementary level

Description

In this part of the lesson,, Ss will mainly focus on vocabulary on health problems which will prepare them to be able to use the vocabulary they learnt in the functional language section which they are going to focus on in the following parts of the lesson.

Materials

Exercise Handout

StraightForward Student Book

Visuals

Matching cards

Matching exercise handout

Exercise Handout

StraightForward Student Book

Visuals

Matching cards

Matching exercise handout

Main Aims

To provide clarification, review and practice of vocabularies in the context of health problems.

Subsidiary Aims

To provide fluency and accuracy in the pronunciation of the vocabularies in the context of health problems
Focus on MFP.
To provide fluency and accuracy speaking practice in a conversation in the context of health problems

Procedure (43-50 minutes)

Lead-in (5-5 minutes) • To set lesson context and engage students.

Set a context by pretending you are ill. (Cough, hold your head and stomach) Try to get students to say something like: How are you? Are you OK, etc.. Respond by describing how you feel. Then ask students in the class how they are and get them to respond. Put them in pairs to ask each other how they feel. Brainstorm ideas and write on the board during feedback.

Exposure (10-15 minutes) • Make Ss focus on the vocabulary on health problems and test their knowledge about the vocabularies.

Stick visuals on the board (different drawings of various health problems). Put them in pairs, make them discuss about the pictures on how they feel. Try to elicit vocabulary. Give matching exercise handout where Ss match vocabularies to their definitions. They can compare their answers with a partner. Give them answer key. Focus on the pictures on the board again. Try to elicit the rest, if they could not have figured out before. If they did, check whether their guesses were right or wrong. Concept check the meaning. Focus on pronunciation. Drill the word with learners both chorally or individually.

Clarification (10-10 minutes) • To clarify the meaning, form and pronunciation of the words.

Give Ss handout of ex. 2, on pg. 98. Ask them to complete the sentences with the words in the box, individually. Ask ICQs. (What are you going to do? - Will you do it with your partner?). While Ss are doing the exercise, draw the chart on the board. Let them compare their answers with a partner. Take w/c feedback and write them on the board. Modal and drill the words for pronunciation.

Production (5-5 minutes) • To test them use the vocab correctly in terms of MFP.

Put them in pairs and make them ask each other about how they feel, making sure that they use the vocab correctly in terms of MFP.

Controlled Practice (8-10 minutes) • To make Ss use the learnt vocabulary in the correct form.

Put Ss into two groups. Prepare them for a competition. (Divide sentences in ex. 2 into two seperate cards. Make sure the cards face down the table. Like a memory game let each students take two cards in turns. When they are sure both cards matches, they can take them, otherwise they will leave them again on the table. The game will go on till all the cards matches) Give instructions. Demonstrate the game. Monitor during the activity. Congratulate the winners of both groups. Make Ss repeat the sentences they matched.

Speaking Practice (5-5 minutes) • To practice fluency and accuracy speaking practice in the use of vocabulary

Put students into pairs to discuss the questions on the board (which you have written during the matching activity in the previous stage). Monitor during the discussion. Take feedback from pairs. Finish the lesson.