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Parents and Children, Grammar
upper-intermediate level

Description

In this lesson, the students are going to learn "will" in present habits. At the beginning of the lesson I will write two sentences to elicit the meaning of this form of grammar. I will give hand- outs to the students. They will give answers to the questions generally in pair work. Then we have a listening part. At the end of the lesson there will be a speaking part about naming customs and short presentation about your own name.

Materials

Abc Gap-filled handout
Abc white-board
Abc hand out
Abc answer key
Abc audio

Main Aims

  • To provide the studentsw┼čth the correct grammar to practice and produce sentences

Subsidiary Aims

  • To provide fluency speaking practice in a conversation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher writes two sentences on the board which they listened from the previous lesson and asks them to work in pairs. The sentences are: " A parent will usually pass on the first name to their children as a family name. People will often ask me about my name". The teacher writes : What is the adverb of time in the sentence?, Do the sentences refer past/present or future?, Do the sentences refer to a particular occasion or regular behaviour? The teacher wants them to answer these question with their peers. The aim of stage is to show students that "will" is also used in present habits.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

The teacher gives fill in the blanks hand-outs about the topic they have learned in the first two lessons. The teacher wants them to use the target grammar related to the first two lessons.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher gives hand-outs about the topic and make them clear in the students mind that "will" is not only used in future tense. The hand outs will be both for will and won't. At the beginning teacher wants the students to work individually, then wants them to compare their answers. Then the teacher gives them answer key. If they don't understand the answers the teacher explains them.

Controlled Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

In this stage, the teacher says I will give you the hand outs and you are going to listen to the audio. Discuss with your partners and underline the sentences where it is stressed. T also writes the words on the board and shows the stress.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

In this stage, the teacher asks to the students that to complain about their children's/ partner's / friend's annoying habits by using 'will'. The teacher wants them to answer these questions: 'what do they do and you are getting annoyed? what is the reason?'

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The teacher gives hand-outs to the students. Half of the students get hand out one the other half get hand out two. They are going to write the answers individually. After they finish answering the questions the teacher asks them to walk around the classroom and talk about their presentation with their friends, mingling.

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