Mr. Mohamed Elsharkawy Mr. Mohamed Elsharkawy

Problem solving skills
Elementary level

Description

main aims Students will recognize the difference in usage between Have/has for possession Apply this knowledge in a role play between customer service agent and a customer assumptions; I assume that: Students will be motivated about the topic because bad or good experiences with customer service agents PowerPoint files, markers, and pictures. Whiteboard, and students book

Materials

Abc PowerPoint files, markers, handouts and pictures. Whiteboard, and students book Market leader

Main Aims

  • To provide practice of Have/Has for possession, and some/any for plural nouns in the context of Customer service problem solving

Subsidiary Aims

  • To provide practice of customer service over the phone vocabulary in the context of customer service problem solving

Procedure

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

the teacher starts the session with a lead-in activity. students listen to a funny video about customer service, then they work in pairs to discuss three questions and then share their answers with the classroom. (think-pair-share)

Pre-teaching vocabulary (3-5 minutes) • To explain the meaning of blocking vocabulary that block students from understanding the main idea, and the details of the reading text.

the teacher uses visuals to elicit New vocabulary that may block understanding of the reading dialogue; then make a quick concept checking matching exercise in pairs; then students share their answers with the class. (think-pair-share)

Highlighting, and clarification (3-5 minutes) • To draw students' attention to the target language

The teacher asks concept checking questions on parts of the dialogue text highlight and clarify the meaning and form of grammar structures of Have/has for possession, and some/any with positive/negative sentences, and questions.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

the teacher gives students controlled practice exercises about gist and details of the dialogue text. (think-pair-share)

Free Practice (5-10 minutes) • To provide students with free practice of the target language

The teacher gives students freer practice by conducting a role play using target language grammar explained earlier in the session, and some useful language provided by the teacher. (think-pair-share)

Feedback (2-3 minutes) • Reflection on what students learned

at the end the teacher gives general, and specific feedback according to students production in the freer practice.

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