Practised Grammar (present perfect with use of time adverbs/past simple)
To practice previously reviewed grammar (present perfect + time adverbs + past simple) in the context of music
To develop productive skills (speaking and writing) through controlled and freer practice activites
Procedure (30-55 minutes)
-T gives instructions for review task (sentence correction): T shows the handout, tells students there are 10 sentences, each has a mistake, find it, correct it. Individual work. -Checks instructions: how many mistakes in each sentence? One. You work alone or in pairs? Alone. T gives the handout. -T monitors (walks behind students to check they correctly identify and correct the mistakes). -Then T asks students to check answers with partner and explain why. -Checks instructions: just checking? no. You need to explain why. Teach each other. -T monitors (takes note of any still misunderstood adverb(s)). -T provides answer key on WB and asks students to check quickly. -T gives feedback (if necessary): on WB, writes the sentence(s) students had difficulty correcting and asks WC to identify the mistake (T circles it), correct it ( T writes appropriate adverb) and explain why. T intervenes if still unclear.
(T writes "find someone who.." and "has seen a film more than five times under it, T also writes already, ever, never, yet) on WB. -T gives instructions for the "find someone who" task: T shows the handout, tells students there are five sentences, for example (points to the WB, students read the sentence), asks how will you find someone who has has seen a film more than five times? which question will you ask? T lets students answer, "have you ever seen.." (intervenes only if necessary). T asks student A the question. The student either answers yes or no, T encourages him/her to say more, student might say "yes I have" or "no I have not", teacher points to an adverb on WB to encourage the student to rephrase his/her answer and include the adverb. Then T encourages the student to ask the same question to student B (who answers), T points to appropriate adverb to make the student say it. -Next part of instructions: if says yes, write his/her name in the column and ask more information (e.g. T encourages student to repeat question, then answer, then encourages him/her to ask for more information, the student might say "which movie?". T tells WC to write down the info as well. Ask each other change partners. -Checks instructions: first? ask a question (choose from the handout, you don't have to choose all of them). Do you answer "yes I have,no I haven't"?No. Use adverbs. If yes, what do you do? write name + ask info + write down the info. After that? the other person asks you the question, you answer, change partners.. T gives handout. -T monitors (walks around and listens to make sure students use adverbs in their questions/answers, write down names, ask for more info..) -T asks students to go back to their seats. -T asks WC "who has found someone who has learnt to play an instrument?"), lets a student answer, encourages him/her to make a full sentence (e.g. Fatma has already learnt to play an instrument), T asks what more can you tell me? Lets student answer (e.g. she has learnt to play the guitar).
(T writes "interview" on WB, draws two columns, A and B, a question mark and "you" in column A, "+/-" and "I" in column B.) -T divides the class into two groups, A and B. -T gives instructions for the writing part of the interview activity: shows the two handouts (one for each group), tells WC A's are reporters, they will write questions to prepare an interview. You will use words on the paper to write? (points to question mark, lets students say "question") using? (points to "you", students repeat) as a subject. T writes first one in column A as example (ever/play/here before), lets students phrase the question. Then you do question 2.3 and so on. T tells WC B's are leader singers in a rock band called "Crazy Heads", they will write about themselves. You will use words on paper to write? (points to WB, lets students answer "postive or negative sentences") using? (points to "I") as a subject. T writes first one in column B as example (play/ in this town/ 3 years/ ago), lets students phrase the sentence. Then you write sentence 2,3.. -Checks instructions: A's are? reporters. B's are? singers. Are you speaking or writing? Writing. A's write? questions.Using? "you". B's write? positive or negative sentences.Using? "I". You work alone or in pairs? Alone.You have five minutes. T gives handout. -T monitors (makes sure A's write questions and B's statements..)
-T makes students switch places, so that they form a circle of A,B,A,B.. - T gives instructions for the interview activity: lets WC guess what will happen now (students might say 'interview!"), tells WC reporters will interview the singer sitting next to him/her and singers will answer. -Checks instructions: which questions will reporters ask? The ones they just prepared. Which answers will singers give? The ones they have just prepared. -T monitors (listens from behind students, takes note of any tense misuse(s)). -T gives feedback: writes on WB (if necessary), sentence(s) in which students made a tense mistake, asks students to correct it/them and explain why. Feedback on content (what was the tasks about?), use of language (which tenses did you use? p.perfect+past simple, what else? adverbs.
(if any time left) -T gives instructions for freer written practice: tells the students to write a short text about a famous person they like or don't like (could be singer, actor..), write why they like or don't him/ her. Checks instructions: which tenses will you use? p.perfect + past simple. And? Adverbs. -T monitors (walks around, clarifies if necessary..)