New lesson plan: Empower_A1_LP25

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Empower_A1_LP25 - A1 level starter level

Empower_A1_LP25
A1 level starter level

Materials

Main Aims

To develop listening skill for gist, details and specific information in the context of the girls' any activities

Subsidiary Aims

SS practice speaking for accuracy and fluency in the context of the girls' any activities; To provide SS with guided practice in writing any good things accurately in a structured format (e.g., email)

Procedure (59-87 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show the picture to the class and ask quick, simple questions to activate prior knowledge (e.g., "What can you see?", "What are these?'). Open class feedback.

Pre-Listening (3-5 minutes) • To prepare to listen to the part 1 and 2 of the video

Use the picture to elicit or teach bowl, glass, cup, spoon, knife, and plate in ex 1A, p 52. Drill the words. Give SS time to read the task and tick their choices.

While-Listening #1 (4-6 minutes) • To listen for gist

Play Part 1 of the video in ex 1C, p 52 for students to understand the general meaning and answer the two questions. Check answers as a class.

While-Listening #2 (5-6 minutes) • To listen for details

Point to the picture of Megan and Sophia and teach or elicit the word "flowers". Play Part 1 of the video in ex 1D, p 52 for students to understand the conversation in more detail and underline the correct words. Check answers as a class.

Useful Language (Making and accepting offers 1) (7-10 minutes) • To provide students with functional language and useful expressions needed to complete next speaking task

Give SS one minute to complete the conversations with the words in the box. Play the recording in ex 2A, p 52 for students to check their answers. Check answers as a class by asking a pair of students to read out the completed conversation. Ask: What does "one" mean in Sophia's question?. Remind SS that in English, ask SS don't usually repeat nouns. Write: "Would you like a/an....?", "Would you like one?" in two bubbles on the board. Give SS one minute to put A's questions in the correct order. Play the recording in ex 2C, p 52 for students to check their answers.

Pronunciation drill #1 (2-3 minutes) • To practice common intonation pattern

Play the recording in ex 2B, p 52 again for students to listen for a /i/ or /d/ sound in "would". Check answers as a class. Play the recording again, pausing it after each line for students to repeat.

While-Listening #3 (5-10 minutes) • To identify for more details of listening

Play Part 2 of the video in ex 3A, 53 for students to understand the general meaning and answer the questions. Check answers as a class. Give SS one minute to complete the sentences for making offers with the words in the box. Play the recording in ex 3B, p 53 for students to check their answers. Check answers as a class by asking students to read out the completed sentences. Have SS to complete the task. Play the recording in ex 3C, p 53 for students to check their answers. Play the recording again for students to listen and repeat. Give SS two minutes to complete the conversation with the words in the box. Play the recording in ex 3D, p 53 for students to check their answers. Check answers as a class,

Post-Listening (4-8 minutes) • To personalize the listening

Write "I need to...." on the board and elicit some more ways to begin a conversation like the one in 3d (e.g., I need to go to the hospital. I need to make lunch) in ex 3F, p 53. Ask SS to make a new conversation. Monitor and help as necessary.

Pronunciation drill #2 (Emphasising what you say 2) (5-7 minutes) • To practice common intonation pattern

Play the recording in ex 4A, p 53 for students to listen the two offers, focusing on the strongly stressed word in each. Play the recording again for students to listen and repeat. Play the recording in ex 4B, p 53 for students to listen and underline the stressed words in the mini-conversations. Check answers as a class.

Follow-up (8-10 minutes) • To give students the opportunity to use the target language and useful expressions in a meaningful and communicative context, encouraging fluency and personalisation

Tell SS to practice using all the language from the lesson with a partner. Put SS into pairs and assign A and B roles. Give them two minutes to prepare what they're going to say, reminding them of the expression for politely saying yes or no to offers. Monitor and note down any errors related to making and accepting offers. Give an instant feedback.

Writing Preparation (4-6 minutes) • To organize ideas

Give SS one minute to read the email and answer the questions in ex 6A, p 53. Check answers as a class.

Writing Task (10-13 minutes) • To product ideas clearly in written form

Ask SS to go to Writing Plus 6C on SB p.160. Go through the information as a class, then write these two pairs of sentences on the board: "Sophia's happy. She has a new flat" "Sophia has flowers. She has biscuits" Point to the first pair of sentences and ask: "Because" or "also"? (because). Then, ask: How can we join the two sentences? Elicit: Sophia's happy because she has a new flat. Mark the change on the board. Point to the second pair of sentences and ask "Because" or "also?" (also) . Ask: How can we use "also" in these two sentences? Elicit: Sophia has flowers. She also has biscuits. Mark the change on the board. Have SS to complete Exercises b and c. Check answers as a class, Tell SS to go back to SB p.53 in ex 6B. Give SS five minutes to write about a day in their life. Tell them to use Sophia's email as an example and because and also in ex 6C, p 53. Monitor and help as necessary.