Professional Documents
Culture Documents
Personal aim and how I plan to achieve it: Stick to time allocations and don't echo
student responses
The context of this lesson: Mystery genre and being detectives in our everyday life
Technical issues with the audio files not I will read passages aloud and have students follow
playing these from handouts given
http://www.eslbase.com/teaching/tefl-activities-little-preparation
https://www.merriam-webster.com/dictionary/cling
https://www.merriam-webster.com/dictionary/vanish
http://dictionary.cambridge.org/dictionary/english/deserted
http://dictionary.cambridge.org/dictionary/english/nerve
https://prezi.com/i1jxp0z5bbdr/investigation/
BOARD PLAN (what the board will look like in my lesson)
Predictions Vocabulary
to cling (verb)
to vanish (verb)
deserted (adjective)
Vocabulary
Used in this context to mean the first. Highlight MPF. CCQs: If a cat was stuck
to cling (verb) – to hold tightly; to have a strong emotional dependence in a tree would it cling to the branch? If you thought you were going to fall from a
great height would you cling onto something?
to vanish (verb) – to pass quickly from sight; to melt/flee or disappear Used in this context to emphasis the speed of the aircraft. Highlight MPF. CCQs:
Do magicians make things vanish? If I suddenly lost my keys could I say they
had vanished?
deserted (adjective) – a place with no people; empty/bare or Used in this context to mean the first. Highlight MPF. CCQs: If a factory shut
uninhabited down and all the people left could I say it was deserted? Would you call Mumbai
deserted?
Difficulty pronouncing 'v' of vanish given Indian context. Encouraged to bite their lower lip.
Stress of deserted might be misplaced on first syllable as in Choral, group and individual drills
'desert'
Difficulty to understand 'nerve' as an uncountable noun. Visually show the difference by using images in the Prezi.
2. Predicting the Give Ss a chance to 2” T invites Ss to look at the picture from the
content of the text predict in order to help S-S reading text and predict what the text will be
them understand gist in about. What is happening in the picture? What
line with these predictions will happen in the text?
6. Class feedback To promote peer learning. 1” Ss feedback their answers to other groups. T
To validate reason for S-S praises correct answers.
initial reading. S-T
12. Prediction Check To validate reason for 1” T invites Ss to check their initial predictions and
reading. S-T comment on these.
13. T sets Inference To give Ss chance to 1” T gives instructions and uses ICQs to check
task improve their inference T-S understanding.
skills.
14. Ss infer meanings To use context to 2” Ss work in groups to match vocabulary with
of new vocabulary understand vocabulary. S-s synonyms.
words.
16. T sets productive To give Ss opportunity to 1” T gives instructions and uses ICQs to check
skills practice improve oral fluency T-S understanding,
within context of this
lesson.
17. Ss play 'Would I lie To give Ss chance to 5” Ss mingle and tell each other lies or truths and
to you?' develop oral fluency S-S try to distinguish the lies from the truths.