b) cook something in water         

c) cook something in hot oil or fat        

d) cook something in an oven or over a fire on a spit          

e) cook something on a metal frame with bars across it above strong direct heat           

f) cook something on hot air from boiling water     
Categorize the words as healthy ways of cooking and unhelathy ways of cooking.
Prepare a survey for our classroom's cooking preferences.
Prepare a pie chart or graph about your results and report it back.
Do we generally prefer healthy or unhealthy methods of cooking in our classroom?  poster work/whole class/ about the results to display on our classroom board.         

* Each student in a pair is given a different set of 6 pictures illustrating the target vocabulary about air travel and the list of the phrases illustrated. 

* Individual work:

First, students work individually to match the pictures with the phrases and then check their answers using the key provided by the teacher.

* Pair work: 

Students describe the phrases illustrated to their partners to have them guess the vocabulary.
Pairs use the target vocabulary to write a paragraph about an interesting air travel experience they have had together.

Cut down on something:     reduce consumption of something

Cut something out:     exclude something

Give up something:     stop doing something a person enjoys

Stick to something:     use something too much

Take up something:    start doing something (like a hobby) regularly

Work something off:     lose or get rid of something (weight or energy)

Work out:    do physical fitness exercises

 

The aim of the lesson is to teach 7 phrasal verbs around the theme; “Health Habits” 

In the warm-up stage, T asks ss some questions such as Do you think you are a healthy person?

-What do you eat for breakfast & for lunch & for dinner?

-How often do you eat meat & vegetables?

-Do you do sports? -How often do you go to the gym?

Then, T pastes the phrasal verbs with blanks on the walls, forms groups of 3, gives each group a particle and tells ss to stick the particles in the blanks on the walls. Next, T gives a short text to ss and tells them to  read the text, underline the phrasal verbs and match them with the ones on the board, Ss check if the particles on the board are in the right blanks, T elicits answers, correct the incorrect ones if any. And, T distributes a handout with definitions. Ss check the text they have and write the correct phrasal verbs next to the definitions looking at the walls on the definition handout. After checking the answers. T distributes sentences with blanks and asks ss to fill in the blanks with the phrasal verbs. Next, T distributes some situations and asks ss to rewrite the sentences by using one of the phrasal verbs on the board. Finally, T gives out some pictures with people who need health advice (an overweight man eating a hamburger, an old lady smoking etc.) T asks students to write an advice to the people in the pictures, and compare their advice with their friends’ advice in pairs.

 

With pictures on a ppt slide or short videos, I teach/review vocabulary such as environment, hybrid cars, battery, pollution, gas, solar power, wind power, biodiesel, clean air, clean water etc. I also prepare a worksheet with a cloze test or a fill-in-the-blanks activity. 

 

After we review the vocabulary with the worksheet, I divide the class into groups. I tend to put students who don’t usually work in the same group together because I want everybody to cooperate and create something new with new partners. After that, the students design their own vehicles which are environment-friendly. They draw a basic picture/illustration of their design. And they write about the features of their vehicles (they use the vocabulary they have learnt while doing so). 

 

After each group is finished, they present their designs with a motto/slogan. Students get really creative with this activity and they really enjoy preparing their design. At the end, we usually have a vote to choose the best design and put all the designs up on the board. (I usually use this activity with the engineering department students because it is an affectively engaging activity for them. I tried using it with ELT classes too, but they weren’t as interested in designing cars.)

 

 

We have already focused on meaning (matching definitions/choosing the right definition, asking questions using the vocabulary from the book) form (examining some common collocations with the vocabulary) and pronunciation (word stress) previous lessons for the two sections, and have already completed the unit listening and follow-up activities for both sections.

In this lesson, we will begin by revising the vocabulary using a quizlet I’ve prepared.  Students will first have 10’ to review the flashcards before we move on to a quizlet live game.  https://quizlet.com/_6ktnt3

Next, I will elicit the collocations we focused on in a previous lesson for review, writing them on the board.  

The students will then be given a worksheet and asked to write a story based on a prompt, using some of the vocabulary.  Students will be told that the best story will win a prize.  As students are writing, I will monitor and point out any errors in meaning or collocation.  When students have finished, they will read their stories to the class.  As they are reading, I will briefly highlight both pronunciation problems and successes.  Finally, students will vote on their favorite story and I’ll give the prize to the winner.

As a warmer, I asked my students about the word form for three of the more familiar words: knowledge, education, examinations.  I then asked them to come up with the different word forms for these words in pairs. They shared their ideas and I wrote them on the board. From these words I elicited the theme of the unit, which was learning.

We spoke briefly about disciple, which is similar in Turkish, and then I provided definitions and examples for the two remaining words- strict and atmosphere. In pairs, the students made word maps in their notebooks including examples, collocations, and synonyms.  We discussed their ideas as a class. I added some collocations (strict dress code, strict diet, peaceful atmosphere) that they didn’t come up with.  The students then practiced the words with a quiz on quizlet which included questions on different word forms and collocations. 

Lastly, there was a speaking activity where students discussed what makes a “good school.”  They were required to use three of the words in their conversations with their partners. For feeback, I radomly asked 1 or 2 students about their partners' ideas.

I love the Mini Saga writing activity which limits the Word number to 25 only. Here is the process:

I give 5-6 words to students and write a complete story using only 25 words including the target ones. To make it more challenging, I demand that the story needs a twisted end. I allocate 15 minutes’ time. When they have finished their mini saga , they have to read it to one another which they find hilarious. It takes complete class time, yet very rewarding.

Once our 6 target words are taught in class using different teaching methods, for practice, I ask the students to use those words (changing the form when necessary) in their creative story as well. This makes it even more difficult for them. They have to highlight those words. Then early finishers generally check each other’s work. Then they can share their stories with their friends. 

Interview (V)

Speech (N)

Broadcast (V)

Journalist (N)

Publish (V) 

 

The words are introduced in ‘media context’. 

For cognitive practice, first activity is ‘Rating words according to their ‘learning burden’ and discussing with a partner. In this activity, learners take responsibility and it helps them to internalize words. It is good for cognition and engaging. 

Second activity is checking breaking news on their phones and reporting news by using target vocabulary. The aim of this activity is seeing words in relevant context and producing language for a real purpose. As the news will be related to the environment they live in, it helps SS to put the words in long term memory. 

Interview (V)

Speech (N)

Broadcast (V)

Journalist (N)

Publish (V) 

 

The words are introduced in ‘media context’. 

For cognitive practice, first activity is ‘Rating words according to their ‘learning burden’ and discussing with a partner. In this activity, learners take responsibility and it helps them to internalize words. It is good for cognition and engaging. 

Second activity is checking breaking news on their phones and reporting news by using target vocabulary. The aim of this activity is seeing words in relevant context and producing language for a real purpose. As the news will be related to the environment they live in, it helps SS to put the words in long term memory.