Pedram Golestani Jam Pedram Golestani Jam

TP3: Functional Language- Date- Pedram
A1 level

Description

This lesson focuses on the functional language of telling the date. Using the context of public holidays ('A Day Off') from page 45, students will develop reading skills to identify how dates are spoken and written. The lesson follows a Text-Based/Guided Discovery approach to clarify the meaning, form, and pronunciation of the target language. To address previous feedback on pacing, the lesson prioritizes student-led discovery and utilizes scripted instruction-checking questions (ICQs) to ensure efficient transitions between tasks.

Materials

Abc Coursebook: Straightforward Elementary (2nd Edition), Student's Book, Unit 4B, page 45.
Abc Teacher’s Book: Straightforward Elementary (2nd Edition), Teacher's Book, Unit 4B.
Abc Reading Text: "A Day Off" (p. 45) – shared via screen share.
Abc Google Slides Presentation: Used for lead-in visuals, "A Day Off" reading text, Wordwall game link,

Main Aims

  • By the end of the lesson, students will be better able to recognise, say, and write dates (e.g. the 5th of May / 5 May) in the context of special days and celebrations.

Subsidiary Aims

  • To provide students with practice in reading for gist and specific information in a short text about special days.
  • To give students controlled and freer speaking practice using dates.

Procedure

Lead-in (3 minutes) • To re-establish context and engage Ss with special days

Show 2–3 images of special days. Elicit what Ss remember and which days are shown. No correction.

Reading for gist (4 minutes) • To practise gist reading and expose Ss to dates in context.

Instruction: “Read quickly. 1 minute. What is it about?” Ss read SB p.45 (Ex 1). Ss type one-word answer in chat. Confirm.

Reading for specific information (6 minutes) • To draw students' attention to the target language

Task: “Read again. Find the date for Nothing Day.” Ss read (Ex 3). Peer-check in breakout rooms. WC FB.

Guided discovery & clarification (7 minutes) • To clarify meaning and form of spoken and written dates

Elicit: “When is Nothing Day?” Write exactly what students say. Ask: “Is this how we say it or how we write it?” In breakout rooms (2 minutes), students decide: – What words are extra in speaking? – What is different in writing? Return to whole class and elicit the spoken and written patterns. Ask CCQs: “One day or many days?” “Is it a time or a date?”

Pronunciation (4 minutes) • To practise ordinal endings and weak forms

Model: “the sixteenth of January.” Choral drill. Individual drill (1–2 students). Backchain if needed (e.g. “of January” → “sixteenth of January”).

Controlled practice (7 minutes) • o check accuracy of form

Students complete WB U4B Ex 3 individually. In breakout rooms (3–4 minutes), they compare and agree on answers. Nominate pairs to explain one answer each. Show answer key only if needed.

Freer Practice (10 minutes) • To personalise and use dates fluently

Prompts on slide: – “When is your birthday?” – “What is a special day for you?” Students discuss in breakout rooms (8–10 minutes). Teacher monitors and notes good language and errors.

Feedback & delayed error correction (4 minutes) • To provide language feedback

Display 3 sentences (some correct, some incorrect). Students vote in chat which are correct. Elicit corrections from students. Brief model and drill if needed.

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