Goal: To practice listening and speaking exercises about the unit topic and to practice the grammar for the unit
Objectives (SWBAT): Students Will Be Able To 1. Listen and summarize by using an audio clip and doing a listening comprehension exercise 2. Pronounce linked and reduced sounds by making predictions about linked speech 3. Keep a discussion going by encouraging elaboration or by encouraging participation 4. Identify relative pronouns and relative clauses by listening to a poem and filling out blanks 5. Use relative clauses to describe a person/an object by doing a matching exercise
Theme: Feeling left out
Extensions: Have SS practice non-defining relative clauses by interviewing a classmate and reporting the results of the interview to another classmate or the class Yong, who was born in Beijing, likes to drink tea
Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time Warm up: Discussion on feeling left out in NYC
SS will discuss in pairs on the topic Feeling Left out in NYC. They will be asked to share their personal experiences with their partners. T will ask SS to report what their partner has said later on.
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SS-T 10 min Preview (if applicable)
T will write the agenda for todays class on the board and go over it with SS T-SS
3 min Activity 1: Listening exercise
1.1 Pre-Stage: SS will read the questions on the bottom of page 88 and discuss with a partner. T asks selected pairs to share their conclusions. SS read the strategy section. T emphasizes that a summary doesnt need SS-SS SS-T T-SS
5-7 min
Transition to #2: Now that we have been working on listening, we shall work on some pronunciation supporting details it only reports what the speaker said, not how well he or she said it. The goal of a summary is to be as brief as possible while covering the most important points.
1.2. During Stage: SS read the answer choices and SS listen to the audio clip. SS compare their answers with a partner. SS try to fill in the chart with supporting information (SS can listen to the clip again)
1.3 Post-Stage: SS review answers with the class to check for listening comprehension
Tangible Outcome & T. feedback/peer feedback: Answer sheets, T. feedback while monitoring, peer feedback while comparing answers with each other
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SS-T
10 min
5 min Activity 2: Pronunciation Exercise
Transition to #3: We are going to do a speaking exercise. Try to listen for and do connected speech 2.1 Pre-Stage: T writes I never used to use my right hand. T reads the sentence out twice, once naturally, then once exaggerating the used to. T asks SS which sounds more natural. SS read the instructions on page 89 and predict where they expect connected speech to occur.
2.2. SS listen to the audio clip and check their predictions
2.3 Post-Stage: T will ask SS to read to each other loud the sentences with connected speech
Tangible Outcome & T. feedback/peer feedback: SS read out the sentences, T. feedback during the post-stage
T-SS
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15 min Activity 3: Activity on keeping a 3.1 Pre-Stage: T asks SS to read the strategy and the model expressions. T T-SS
15 min discussion going
Transition to #4: Lets take a break and when we get back, we will move on to relative clauses. reminds SS that this is the responsibility of the discussion leader, but in an informal discussion, anyone can keep the discussion going. T reads through the expressions and explains the difference between asking someone to go further with their contribution (elaborate) and asking for participation from group members who have not contributed yet.
3.2. During Stage: SS independently does exercise 7 at the bottom of page 90 and discuss with the class.
3.3 Post-Stage: Extension: SS have a discussion on the poster on page 91.
Tangible Outcome & T. feedback/peer feedback: SSs answer on their workbook, peer feedback during discussion
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SS-SS Activity 4: Relative pronoun cloze
Transition to #5: Now that youve identified who/that/which, lets practice using them. 4.1 Pre-Stage: T will ask students to recall their discussion on being left out. Remember that we talked about feeling left out yesterday? T will play a YouTube clip of the poem Kids Who Are Different.
4.2 During-Stage: SS will discuss among groups what did the poem convey. T will paly the YouTube clip again and ask students to fill out the blanks on the handout and compare answers with a partner.
4.3 Post-Stage: T will show the answers on PPT slides and try to elicit relative clause/ relative pronoun
Tangible Outcome & T. feedback/peer feedback: Handout, peer feedback while comparing answers with partners
T-SS
SS-SS
T-SS 15 min Activity 5: Matching Activity
Transition to #6: Lets take a break and when we get back, we will go over relative clauses. 5.1 Pre-Stage: T will ask SS to model using relative clauses to describe a person/an object by link two pieces of information.
5.2. During Stage: SS will work in groups and each group will have one envelop with paper slips in it. SS match a noun with a description and then write down a descriptive sentence using relative clause.
5.3 Post-Stage: T will show groups answers under the doc cam and discuss them with the whole class. T will explain more if needed. Adjective clauses modify nouns in the sentences, and they generally describe the noun, or distinguish it from others
Tangible Outcome & T. feedback/peer feedback: Groups answers, T. feedback while error correction, peer feedback while discussion
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SS-SS
SS-SS/T 3 min
10 min
7 min Activity 6: Grammar activity identifying and non- identifying adjective clauses
Transition to wrap up: You all did pretty well. Lets call 6.1 T writes: a) My sister who lives in Seattle got married last week b) My sister, who lives in Seattle, got married last week T points to a) and asks SS if they can tell me anything about how many sisters I have. Then point to b) and ask them the same question The answer to a) is more than one, and b) is no one knows
6.2. During Stage: SS read the instructions for exercise 3 and do it with a partner. After this, SS do the matching exercise
6.3 Post-Stage: Extensions: Have SS practice non-defining relative clauses by interviewing a classmate and T-SS
SS
SS
3 min
8 min
8 min it a day.
reporting the results of the interview to another classmate or the class Yong, who was born in Beijing, likes to drink tea
Tangible Outcome & T. feedback/peer feedback: SSs answer on their workbook, peer feedback during peer correction, T. feedback in the end
Wrap-up
Homework Assignment: Review Unit 6 Lesson Evaluation Procedures: Exit ticket. 3 min
Materials:
Markers, LCD display with PC, projector, PPT slides, student handout, doc cam, Youtube clips, and Google music.
Anticipated Problems & Suggested Solutions:
Technology failure. T will read from the script.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, we will start to review relative clauses with whose.