unit we will begin work on today involves the topic of money
(included in the end of course exam), and, as a second vocabulary
focus make and do phrases. The second grammatical focus (which
we will do next class is on verbs followed by prepositions).
The observation itself will focus on everyday money vocabulary,
which the students will select themselves from a text.
We regularly do FC practice (see class profile) - our coursebook
is Ready for First Certificate (1)
- hence the inclusion of some related activities in the overall
plan. The above is an outline of what is planned for this
4 hour block but parts may be changed depending on students'
Today's language will be recycled during the next class. We
will continue to approach reading tasks, in particular, in
this vein - giving the students further noticing opportunities
in the future.
At this level, students have covered much of the basic grammar
and want/need to increase their lexical knowledge. We have
focussed on this during the course but have not paid due attention
to the acquisition of lexis as readymade phrases and their
importance. If students notice chunks more (Main Aim 1: Stage
2), it will help not only production of these items but also
reception: likewise if students are more sensitive to how
to use these items, their overall skills will improve (Main
Aim 2 : Stages 3, 4, 5). The course finishes next month -
these aims will help equip students with good strategies for
students avoid phrases with delexicalised verbs eg to put
some money to one side, preferring to use a concise verb -
the latter is easier, but the former will be needed for recognition
purposes and also to sound more natural.
the text chosen is not authentic (2),
it provides a rich source of fairly natural input embracing
the lexical chain of money in an interesting context. It gives
students the chance to notice these phrases and to try to
guess their meaning. Some of the expressions are used more
in spoken English but can be employed for the writing assignment
decided not to give phrases to students that I want to focus
on, allowing them to pick the items themselves within the
specified lexical chain - Stage 2 (this is what they will
do as autonomous learners). Phrases may arise which are not
specifically money related and I will give guidance, as necessary.
I cannot predict their choices with complete certainty. To
give the reading more of a focus (rather than only for lexis
extraction), they will complete a handout with basic information
(Stage 2), making assumptions about the writer from implied
comments (Stage 2). They will then select/record phrases in
teaching (Stage 3) will highlight how they can help each other
and by the end of this stage they will have acquired approximately
ten (5) new items. These phrases will
form the basis of Stage 4 - grammatical usage. Here, too,
further clarification of meaning will be provided if necessary
and if any errors with form occurred earlier these can be
corrected. Students have the whole article in their workbooks
to explore the vocabulary further as homework.
They will then consolidate their knowledge with a gap fill
(Stage 5) (6).
The role play (Stage 7) is something that students would not
do out of class - trying to borrow money from parents in L2.
However, they may meet this type of situation in the contexts
of films etc. The reason for inclusion: to give students a
different opportunity to process the phrases (although as
this will be the first encounter with the language, it is
unrealistic to expect much of the target language) and, at
this point in the four hour class the students will welcome
a lighter activity (7).