willjgregg willjgregg

TP 3
Beginner level


In this lesson, the context of electronic devices is set at the beginning. A warmer game is played so that students (and teacher) have a chance to gauge how many words they know already. Then, students drill for pronunciation of seven essential vocab words. Next, students how to talk about what devices they do and do not own using the present simple of the verb "to have." Students get some functional language practice about emails before moving on to an worksheet-based activity which aims to give them practice using the TL.


Abc Realia

Main Aims

  • To introduce verb "to have" for use in present simple questions about possessions.

Subsidiary Aims

  • To introduce vocabulary about electronic devices.


Warmer Vocabulary Activity (8 minutes) • To get students involved in the context and give them a chance to move around.

First, I start by eliciting the word electronics. Using objects in the room, I produce a couple examples: computer, phone, projector. Then I say, "they are . . . " If sts don't know right away, that's okay in this activity. Say the word electronics, write it on both sides of the board, and ask the following CCQ's: "Do they use power?" "Are they new or old?" "Do they help us?" Instructions: 1) Say, "say some electronics." 2) Make a list of what was said on the board. 3) "Two teams, write electronics, 3 minutes, race" (make a racing motion) 4) Gesture to two lines and their respective groups in the room. 5) Offer a marker to a member of each group. Say "wait." (hold up palm) 6) "3 minutes, GO!" ICQ: Before you hand out the markers, ask "what do you do? how long do you have?" FB: Correct the incorrectly written words on the board. If unclear, ask students to draw a picture or mime the object.

Electronics Vocabulary Drill (5 minutes) • To teach pronunciation and meaning of seven key electronic objects

Given that sts have written their own list of electronics on the board, t has an opportunity to gauge how much clarification sts will need for objects on the pre-prepared list. If sts were able to produce all objects, then pron. will be the focus. If sts produced few of the objects, pron. will be equal in focus to meaning. 1) Model a picture of the vocabulary items. Elicit the name from students. 2) For each picture, drill pron. as necessary being sure to follow proper drill order. Use gesture to model stress *before* ever writing the word on the board. 3) For the words which are more difficult in meaning, tack them to the top of the board and label them. This will allow students to consider them a while longer before using them in later exercises. CCQ: See Vocabulary Analysis sheet. FB: N/A

Grammar: To Have (5 minutes) • To elucidate how we can use the verb "to have" when we are talking about ownership.

I will elicit the verb "have," provide (vocally, not yet visually) two personal example sentences, drill for pron., introduce the negative, drill for pron., and lastly model the grammar on WB. 1) Take a computer out of your backpack. Holding the computer close, say "This is my computer. I . . . " If not yet elicited, write "I ______ a computer" on WB. 2) Ask CCQ's. 3) Take out a phone. Prompt students to say "you have a phone." 4) Drill for pron. (Be sure to erase sentence if written) Backchain and gesture to show emphasis on phone. Write on WB if necessary. 5) Model the picture of a camera. Dig around in your bag as if looking for a camera and coming up dry. "I . . . " If "don't" is not elicited, write the sentence "I ______ have a camera." 6) Drill for pron. (Be sure to erase sentence if written) 7) Draw conjugation chart on WB. CCQ: (regarding the laptop) "Is it mine?" Yes. "Is it yours?" No. "Did I buy it?" Yes, likely. "Was it a gift?" Yes, less likely. (draw gift package on board to illustrate concept if necessary. FB: N/A After grammar TTT is complete, initiate a short partner practice. Instructions: 1) Look at student. "Do you have a camera?" (Answers) "Now ask me a question." 2) "Each person (point at people individually) ask your partner one question, answer one question. 1 minute" ICQ: "How many questions? How many minutes?" FB: Listen for mistakes. It's especially important that students change the where the sentence stress falls on positive and negative "have" statements.

FL: email addresses (12 minutes) • To teach students how to ask for, write down, and pronounce email addresses

1) Begin by writing your email on the board: willjgregg@gmail.com By underlining the various components, elicit the pronunciation of @, dot, and com. 2) Ask student, what's your email address? If they spell it, move on to someone else. If they don't, try to write it on the board as it is pronounced. When you fail miserably, ask the students: "question?" Elicit from them "can you spell it?" Next, get the students to practice by doing a group activity. In groups of three or four, students will take turns reading out their email addresses. Those not reading will write it down. This activity, while focused on pronunciation and using the FL, has the added benefit of practice writing down letters quickly. Demo the activity: 1) Model the worksheet. Invite two students to come sit with you at the front of the class. Give each a worksheet. 2) "First, ask question." Ask the student on the right, "what is your email address?" 3) Prompt the student to spell it, if necessary, and prompt the other student to write it down with you. "Second, write it down." 4) "Now, you ask question." As student on the right to do the same for student on the left. ICQ: Holding up one finger, "Do what first." Another, "do what second?" Another, "do what third?" FB: In WC format, ask one member of the group to say another member of the group's email address.

Worksheet Part 1 (8 minutes) • To prepare students to talk about what electronics they do and don't have.

Instructions: 1) Model the worksheet on the board. 2) Since you've already talked about which things you do and don't have, query the students about what applies to you. "At home. Do I have a computer? Do I have a mobile phone? Do I have a camera?" Do the same for the "at work" column. "At work" (point to your computer. "At home" (point to your computer). "Two computers?" No, one computer. Write an x in the work column. 3) Quick grammar model. "At home, I have a computer and I a laptop." "At home, I have a computer ___ I don't have a camera." Elicit the word "but" from students. Ask CCQ's. 4) Do a couple of choral and individual drills for but. 5) ICQ, then hand out worksheets. ICQ: Point to the "have" column. "Do this?" Yes. Point to the "what is it" column. "Do this?" No. CCQ: (But) "Is it and?" No. "Do I have a camera?" No. "Is it used with don't?" Yes.

Worksheet Part 2 (7 minutes) • Students produce (speak) TL with a partner.

Instructions: 1) Model the worksheet again. Look at student. "[Student], I have a computer at home, but I don't have a computer at work." 2) With partner, say 2 "and" sentences and 1 "but" sentence. ICQ: "Ask questions?" No. "How many 'and' sentences? How many 'but' sentences?" FB: This is my best opportunity to provide error correction, so I'll be focused on monitoring for mistakes and presenting them in a WC format after the activity is finished.

(Flex) Mingle Questionnaire (8 minutes) • If we have extra time, to give students extra practice producing the TL.

Instructions: 1) Model the worksheet again. 2) Pointing to the "what is it" column, "[Student], do you have a mobile phone? What is it?" Elicit the brand name. 3) Write phone on the board. Under it write Iphone, Android, etc. 4) Do the same for camera and camera brands. 5) "Stand up. Ask two* people: Do you have a . . . What is it?" ICQ: "What question? How many people?" FB: Since we've only touched on these briefly, monitor for pronunciation of brand names. As students sit down, ask one to tell the class what kind of phone, camera, etc. another has. *or appropriate number for time remaining

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