Faraz . TP7 . 12 Oct 2016
Pre-intermediate , A2/B1 level
To provide clarification of passive form of four different tenses in the context of mobile phones.
To provide product writing of some sentences (changing active sentences to passive) in the context of mobile phones.
To provide fluency speaking practice in a conversation in the context of future of mobile phones.
To provide scan reading practice using a text about mobile phones to highlight the target language.
Procedure (39-54 minutes)
After greeting and everything the teacher will show his phone and ask this question: What is the use of mobile phones in our lives? Then the teacher will try to elicit some of the uses of mobile phones like taking pictures and photos, sending texts messages and checking emails etc. Finally, the teacher will move to the next stage.
The teacher will show the students HO1 and ask them to work in groups and read the text and do the True or False activity and underline where they find the answer. While they are doing so, the teacher will monitor to make sure everybody is doing the right task. After all, the teacher will write the answers on the WB and ask the students if they agree. Answer key: 1) True 2) False (6.1 trillion) 3) True 4) False (completely vice versa)
After checking true or false I will ask them where they found the answers and if they know the difference between the sentences in text and in the activity. Then I will try to elicit the following sentences (which are exactly where the students can find the answers to the true or false activity) and write them on the whiteboard to use them later on for clarification of pronunciation. 1. In the UK, 30 million are sold every year. 2. Last year 6.1 trillion texts were sent worldwide. 3. Camera phones have been sold since 2002. 4. All landline telephones will be replaced by mobile phones.
I will show the Ss HO2 and ask them to work together and read the sentences at the top the page and circle the correct answer. (exercise A) Next, Ss must work in groups and put the sentences in the right column (actually matching the tenses with the sentences.) (exercise B) After that, Ss have to match the usage with model sentences. (exercise C) Afterwards, I will ask the Ss to read the examples and put the given words in the correct gap. (exercise D) Finally, I will tell the Ss read the examples and fill the gaps again. (exercise E) The FB for every single activity will be WC and I will ask Ss to read the answers and then ask if they have any questions. This HO is only designed to cover the meaning part of the TL. During all the activities I will monitor the Ss to make sure they are on the right track and they can work out the activities for themselves.
Once I make sure that everybody is clear about the meaning of the TL, I will show them HO3 and ask them to work in their groups, read the examples and complete the tables. It is sort of a gap fill where the affirmative forms are already completed, half of the negative forms are written on the HO and the interrogative from must be written by the Ss completely. While Ss are doing the activity, I will monitor attentively to make sure that they are doing the activity correctly and provide them with some help if needed. The FB stage will be done in the WC so I will ask Ss to read the tables. Finally, I will ask if anyone has any questions.
I will drill the sentences on the WB (the sentences I elicited in the highlighting stage) with backchaining technique. After that I will ask if there is any questions.
I will show the Ss HO4 and ask them to rewrite the sentences in the passive form. Then, I will explain that there is an example but they do not need to underline anything or say the subject or the object of sentences. All they need to do is to write the passive forms. When the Ss are doing so I will monitor to see everybody is doing the correct task. For FB I will play audio and the Ss will check their answers with it
I will ask the Ss to unfold their papers, stand up, go around the class and talk to other people in the class about the future of mobile phones. While they are doing so, I will have a paper and a pen ready to write down students' errors to provide delayed error correction. Moreover, the teacher will monitor to make sure students are using the target language of the day and help them if they need and get who has the most interesting prediction to be elicited in FB stage. For the FB, I will ask the WC for any interesting predictions they heard from their classmates. Finally, the teacher will write the errors on the WB and correct them with the help of students (delayed error correction).
The teacher will show the students HO5 and tell them to work together and fill the gaps. He will monitor to see if everybody is involved in each group. Then, the teacher will elicit the FB