Developing Teachers.com
A web site for the developing language teacher

Problems & Solutions - Lexis at
Pre-Intermediate Level
by Emma Worrall
- lesson plan 3

Procedure:

Stage 1: Warmer
Interaction: T- stds
Time: 5 mins

Aim:
To review family vocabulary from previous class.

Procedure:
Put the family vocabulary, that the students need to describe their photos, on the board. Write the phonemes next to the words and indicate the word stress. Drill the pronunciation and stress.

Stage 2: Listening
Interaction: T- stds-stds
Time: 8 mins

Aim:
To encourage the students to use prediction skills to listen for names and dates.

Procedure:
Give the students a copy of my family tree (with photocopied photos of my family, see appendix). Students, in pairs, predict who the people are and the dates of birth. Play tape to the students and ask them to listen for the dates of birth or names to enable them to label my family. Play tape again. Ask them to compare in pairs and then elicit the answers as a whole class.
Observation starts:

Stage 3: Listening
Interaction: T-stds
Time: 8 mins

Aim:
To give students the opportunity to listen again and infer the answers from vocabulary on tape to answer true or false questions.

Procedure:
Give students the True/false sheet (see appendix). Play the tape again. Students compare their answers. Ask the students for their answers in open class. Do not confirm if they are right or wrong at this stage. Ask the students to justify their answers and elicit any vocabulary that helped them make their choice in pairs.

Stage 4: Introduce vocabulary
Interaction: T- stds-stds
Time: 5 mins

Aim:
To draw students attention to the new vocabulary from the monologue.

Procedure:
Ask the students to check their answers to true/false questions from OHT of tape script (see appendix ) on OHP. Check answers to true/false questions. If questions are false ask students to correct them. Pick out the following multi-word verbs: 'look like' and 'get on with' and elicit possible meanings (see appendix 3 for definitions of the multi-word verbs).

Stage 5 : Language
Interaction: T-stds-stds
Time: 15 mins

Aim:
To introduce the students to the multi-word verbs in the tape script.

Procedure:
Explain that the three multi-word verbs above are special verbs, which contain a verb plus a particle. Explain that the verb and particle together give a new meaning to the verb. Give the students the definitions work sheet. Ask the students to look for more examples of these multi-word verbs which mean the same as the definitions that they have and underline them. (see appendix ).Put OHT on OHP with verbs and objects highlighted for students to check. Highlight that the verbs are all followed with an object

Stage 6: Pronunciation
Interaction: T- stds
Time 5 mins

Aim:
To highlight students' awareness of the pronunciation, word stress and connected speech features of the multi-word verbs.

Procedure:
Put OHT with verbs on OHP. Say the words. Ask the students if they notice anything about the pronunciation of the words together. Elicit/highlight the connected speech patterns of the multi-word verbs (see appendix 4). Ask the students to listen for the stressed word in each multi-word verb. Mark the stress on the board (underline in red). Ask students to look at appendix 4 on their work sheets. Drill the verbs.

Stage 7: Meaning/form
Interaction: Stds-stds-T
Time 15 mins

Aim:
To raise student awareness of the meaning and form of the multi-word verbs.

Procedure:
Give students Spanish Royal Family questionnaire (see appendix). Ask them to discuss the questions in pairs or small groups. Monitor for pronunciation/meaning/form. Elicit feedback.

Stage 8: Practice
Interaction: Stds-stds
Time: 13 mins

Aim:
To encourage the students to personalise the new vocabulary.

Procedure:
Give the students the 'circle' handout. Put OHT of circles on OHP. Write the following question on the board: "Who's this………?" (point to a name in one of the circles). Model the answer by saying "……….. is my sister/brother etc and I get on with him." Encourage the students to ask you the same question about another name in a circle and follow the same procedure, for example, "……….. is my mum and I take after her". Ask the students to follow the same procedure by choosing a family member to go with one of the multi-word verbs. Monitor. When the students have completed their circles with family names, ask the students to stand up and mingle asking another student the question on the board about one of the names in one of their circles. Students reply why they have written the name and say the relationship between them using the multi-word verbs. Monitor for pronunciation and form.

Stage 9: Feedback (optional stage)
Interaction: T-stds
Time: 2 mins

Aim:
To give the students an opportunity to report feedback

Procedure:
Ask the students individually "Can anyone remember who …………(name of student) looks up to/gets on with/looks like etc.?".

Stage 10: Speaking
Interaction: Stds-stds
Time: 5 mins

Aim:
To give the students the opportunity to give a long speaking turn using the new vocabulary.

Procedure:
Ask the students to show their partner his/her family photos and talk about their family, saying who they are (brother, mum, etc.) and what the relationship is between them. Model an example with a photo from teacher's family tree. Partners swap and repeat the procedure. Partners compare family members to see who has a similar family to them.

Stage 11: Homework

Aim:
To give the students the opportunity to consolidate the new vocabulary.

Procedure:
Ask the students to write a short paragraph about their family using the new vocabulary.

To page 4 of 4 of the lesson plan

To the article

To the print friendly version

Back to the articles index


Back to the top


Tips & Newsletter Sign up —  Current Tip —  Past Tips 
Train with us Online Development Courses    Lesson Plan Index
 Phonology — Articles Books  LinksContact
Advertising — Web Hosting — Front page


Copyright 2000-2016© Developing Teachers.com