New lesson plan: A2.1 session 5

YOUSSEF

A2.1 session 5 - A2.1 level

A2.1 session 5
A2.1 level

Description

At the end of this lesson, students will be able to: - read and understand a text about the daily life and routine of a family in India. - use adverbs of frequency correctly with be and other common verbs. - understand a conversation in which people give information about the routines of themselves and others. - use time expressions to talk about how often things happen. - talk about what they do with people they know well and how often.

Materials

Empower_A2_Elementary Book

Projector

Empower_A2_Elementary Book

Projector

Main Aims

To provide clarification and practice of Adverbs of frequency in the context of Routines

Subsidiary Aims

To provide gist and detailed reading practice using a text about Routines

Procedure (47-68 minutes)

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

- The teacher greets the students. - Show a picture of a cat performing daily routines. - Ask students, "Are you like this cat? Do you do the same things? - Ask students to discuss four questions about their daily routines in pairs. - The teacher conducts content feedback.

Pre-Reading (2-4 minutes) • To prepare students for the text and make it accessible

- The teacher introduces the task by saying, "Today we are going to read about Chopra and his wife Anjani. - The teacher gives students 2 minutes to try to predict answers for the three questions.

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Pre-teaching Vocabulary - Display vocabulary words on the left and their meanings on the right, not in order. - Students match the words with their meanings. - Check answers as a class. - Teacher makes students read quickly and check their answers for the prediction task. - Students check answers in pairs. - Teacher displays the answer key.

While-Reading/Listening #2 (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Teacher moves to the detailed task. - Teacher introduces the task by saying, 'Here we have 5 sentences; decide if they are true or not, correct the false ones, and focus on details.' - ICQS: 1- Are you going to read quickly? (No) - Teacher gives them 3 minutes to read. - Students check answers in pairs. - Teacher displays the answer key.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Teacher moves to the post-reading activity. - Teacher displays a question on the projector. - Teacher asks students to ask and answer the question in pairs amd give details. - ICQS: Are you going to give short answers? (No) - Teacher gives them 5 minutes. - Teacher monitors during the activity. - Teacher conducts content and language feedback.

Highlighting the target language (2-5 minutes) • To draw students' attention to the target language

- The teacher draws the students' attention to the word "always" and asks them what its grammatical term is. - Teacher elicits from them "adverbs of frequency." - Students read the text one more time to underline all the adverbs of frequency. - Students check in pairs. - Teacher displays the answer key.

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T displays adverbs of frequency on the projector. - T asks students to reorder them in pairs. - T gives them 2 minutes. - Each pair checks with the other. - T displays the answer key. - T drills the marker sentence chorally and individually. - T clarifies the stressed words and the form.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

- T transitions smoothly to the controlled practice. - Transition from clarification: - "Now that we’ve looked at where to put adverbs like never, always, and usually, let’s practice using them correctly in sentences." "Put the adverbs in the correct place in each sentence. Use them in the order given in brackets." - ICQs: Are you choosing where to put the adverbs or changing the adverbs? (Where to put them) Will you use both adverbs in the sentence? (Yes) Do you need to use them in the order shown? (Yes) - T models the first one. - T gives them 3 minutes individually. - Students check their answers in pairs. - T displays the answer key.

Free practice (10-12 minutes) • To provide students with free practice of the target language

Instructions: - T displays 3 questions on the projector. - T asks students to ask and answer these questions using the adverbs of frequency. - Answer in full sentences. ICQs : Do you ask one question or three? (Three) Do you say just "sometimes" or a full sentence? (Full sentence) Are you going to give details? (Yes) - T monitors during the activity. - T conducts content and language feedback.