New lesson plan: lesson topic: marriage preparations

Mohamed Elsharkawy

lesson topic: marriage preparations - Intermediate level

lesson topic: marriage preparations
Intermediate level

Description

This text-based lesson introduces students to the vocabulary of smart cities. The lesson commences with a lead-in question for group discussion, followed by a listening activity to grasp the main idea. Next, students work together in groups and delve into the target language by matching phrases with their meanings according to the audio script. The teacher ensures comprehension of the first phrase by asking concept checking questions. They then model the correct pronunciation, which students imitate. The teacher visualizes word form and stress patterns on the board for reinforcement. This process is repeated for each subsequent phrase. To reinforce learning, students engage in pair work to check understanding and group work to create sentences using the target language. The lesson concludes with controlled practice for accuracy utilizing a controlled exercise, and freer practice to develop fluency.

Materials

handouts of MCQs

Main Aims

Main Aim: By the end of the lesson, students will be able to identify and correctly use new vocabulary within the context of marriage preparations.

Subsidiary Aims

To practice speaking for fluency in response to the discussions about smart cities marriage preparations

Procedure (38-58 minutes)

Warmer (4-6 minutes) • To set lesson context and engage students

-T welcomes the Ss. - T clarifies the lesson type, and SS level: “Today, we are going to have a vocabulary listening lesson. -The lesson commences with a warm up Kahoot game to help the students feel engaged excited, and ready for the session/ topic and generate interest in the topic. T: “guide SS to instructions of khoot game. after they finish the teacher congratulate the winner and ask all students what do you think today's topic is about? After SS give guesses the teacher announces the topic title marriage preparations

Lead-in (10-15 minutes) • To provide context foRaising the students’ curiosity for the topic and grabs their attention. Make the class student-centered. Connects their prior knowledge with the new topic. Make the session smooth and organized without shocking the students with the new topic. Eliminates spoon-feeding.r the target language through a text or situation

in the lead-in activity the teacher displays controversial statements related to the topic, and ask students to share their opinions if they agree or disagree with these statements. then the teacher pair students together to explain their reasons and then share their ideas to the classroom ICQs: what are you going to do? are you going to discuss your opinions about this statements together or impairs? how many minutes do you have?

Pre-teaching vocabulary (2-3 minutes) • to help students understand the listening material by explaining two words that may block their understanding

the teacher pre-teach two vocabulary phrases that students might come across while listening to the listening materials to help them understand the listening material general idea

Exposure and Highlighting (3-5 minutes) • To provide context for the target language through the listening material, and To draw students' attention to the target language

the teacher asks students to listen and answer what is the main idea question to check their understanding of the main idea and more importantly to motivate them towards the listening material the teacher asks students to listen for a second time and answer detailed questions about the listening material to check their skills of listening for specific details ICQs: what are you going to do? are you going to answer this question individually or in pairs? how many minutes do you have? how much time do we have to read the question? ICQs: are we going to listen or read? are we going to work in the video or in pairs? how much time do we have to request questions before listening?

Clarification (3-4 minutes) • To clarify the meaning, form and pronunciation of the target language

the teacher explains the new vocabulary using the mpf methodology with visual elicitation, concept checking questions, drilling, and examples: (improve, joint , sensitive, set on)

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

the teacher gives students multiple choices questions about the thought vocabulary to check their understanding of the vocabulary concept ICQs are we going to work in pairs or individually? what are we going to do? how many how much time do we have to answer the questions?

Guided speaking task (Semi-Controlled Practice) (4-6 minutes) • To concept check further and prepare students for free practice

the teacher asks students to work in pairs to discuss the question of (what are good advice to have successful marriage preparation?) then ask students to share their insights to the classroom ICQs are we going to work in pairs or individually? what are we going to discuss? how many minutes do we have?

Main speaking task (Free Practice) (8-12 minutes) • To provide students with free practice of the target language

teacher asks students randomly with picker wheel to answer random questions related to marriage preparation (word wall) and ask them follow up questions to extend their answers ICQs how many how much time do we have to prepare the answers? are we going to answer individually or in pairs? do you have any questions?

Feedback (2-4 minutes) • To provide content and/or linguistic feedback.

teacher goes over the meaning of the four new vocabulary correct common mistakes about them, and actually mistakes of students speaking in the freer speaking practice (T takes notes and after all finished gives correction (relevant to TL))