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Lesson
plan components
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Level and
number learners\ class profile
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Pre-Intermediate;
12 students
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Topic
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Modern
marvels or new nasties?
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Timetable
fit
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students have
already known the names of some gadgets; students have already known words connected
with health problems (thumb arthritis, hearing loss, skin infection, rash,
eye strain etc.)
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Main aim
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to find
arguments ‘for’ and ‘against’ gadgets and to prepare to essay
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Subsidiary
aims
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to revise
vocabulary for “gadgets”, “health problems"
to describe
pictures;
to organize
ideas into essay (2 main paragraphs) with the help of linking words ;
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Assumptions
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students know
enough vocabulary for gadgets and health problem;
students are
able to do short statements using Present Simple;
students are
able to use Present Continuous to describe what are happening in the picture
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Anticipated
problems
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students may
make lots of mistakes while speaking
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Possible
solution
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correct only
serious errors; ignore mistakes that don’t cause misunderstanding
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Timing
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Procedure
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Stage aims
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Aids and
materials
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Interaction
pattern
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1 min
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Students
remember and name gadgets they know
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1. Warmer:
to revise vocabulary for gadgets
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whole
class
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5
min
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Students are divided
into groups. Each group has a worksheet and students discuss and write
down so many advantages of named gadgets as they know (all students in group
discuss – one student writes the ideas down). Then each group should share
their opinion but not repeat each other.
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2. Warmer:
to provide an opportunity for students to improve their spoken language; 3. to
develop attention to each other
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worksheets
clock-timer
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group work
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6 min
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Students look
at the pictures. They are given 30 seconds to think and then they describe
what they can see in the pictures. From this students guess about the topic
of the lesson.
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4. Lead-in
to involve students into the topic (they should guess the topic from the
pictures);
5. to give
students further fluency practice describing pictures
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pictures
clock timer
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individual
work
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to the
whole class
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10 min
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(TAG-OF-WAR)
Each group has a big worksheet. Students draw the horizontal line and write
down a dilemma at the top of the worksheets (the dilemma is identical to the
topic of the lesson). Then students divide the paper into to equal parts and
write “advantages” and “disadvantages”.
Each student
in the group has six small pieces of paper and they get the instruction to
write down three ideas ‘for’ gadgets and three ‘against’ on these papers.
After the
work is finished the groups get the instruction to put their written ideas
all together (each group works) and arrange these ideas in the following order:
the most important are closer to the center and the least important are
further from the center.
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6. to develop
critical thinking
7. to think
in English
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big
worksheets, small worksheets,
clock timer
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group work
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individual
work
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to the
group
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8 min
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Teacher
elicits the students’ ideas: groups choose their three the most important
ideas ‘for’ gadgets and present them to class. Then students do the same
with ideas ‘against’ gadgets. Students should be careful and not repeat each
other.
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8. to give
students further fluency practice
9. to develop
students’ attention to their partners
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worksheet on
the board
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group
work
-
to the
whole class
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10
min
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Students look
at the board and remember words – connectors. They are given instruction to
choose one gadget and write their own opinion and opposed opinion using these
linking words
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10. to arrange
ideas into the written form
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board
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individually
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2 min
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teacher
assesses each students’ work
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11. to give
formative assessment
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teacher
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3 min
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teacher gives
Ss homework
to choose
another gadget and write their own opinion and opposed opinion using
these linking words with introductory paragraph and concluding paragraph
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12. to give
Ss an opportunity to develop written skills on the topic
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teacher
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