Rahma Sherif Rahma Sherif

TP8, Anecdote
Intermediate level

Description

In this lesson, Ss will practice fluency speaking about films that they have enjoyed after reviewing and clarifying the present perfect tense, so that they use the TL in their speaking.

Materials

Abc Hand out, tips to follow while preparing for the conversation
Abc Cards to be used on the board
Abc Record 36, Alice is talking about a film she has enjoyed.
Abc Picture in the book
Abc Inside out

Main Aims

  • To provide fluency speaking practice in a conversation in the context of enjoyable films.

Subsidiary Aims

  • To provide review and practice of present perfect in the context of enjoyable films.
  • To provide process writing practice of a sentences in the context of Ss own enjoyable films.
  • To provide specific information listening practice using a text about anecdote in the context of enjoyable films.

Procedure

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

1# T starts the lesson telling the Ss that she missed them the last time. She refers also to miss Aya's lesson and it was talking about our favorite films and books. T: " Hey! where've you been last time? We really missed you." " Miss Marwa, do you remember miss Aya's lesson? It was talking about our favorite films; it was really amazing" 2# T sets a short discussion asking the following: _ Which film have you enjoyed most? _ Who was the hero? _What was the story of the film?

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

1# T holds the inside out and focuses Ss attention to the picture; and elicits from Ss that its Tom Hanks'. She elicits the name of the film from which this picture is taken. T: "Do you know this person? What is his name?" " Actually this pic. is taken from a film, do you know it?" ................After Eliciting................ 2# T focuses Ss' attention to Ex1 telling Ss that they have questions from (a) to ...? (k) T Focuses their attention that these questions are answered. However, some of these answers are wrong. Then she tells them: "well, now listen to Alice talking about a film she has enjoyed and tick only the CORRECT answers " ((ICQs will be used)) 3# T monitors, then gives FB illustrating the words discussed in the anticipated problems if needed. 4# Ss listen again, but this time to correct the wrong answers. T monitors Ss check in pairs T gives FB

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

1# T brings the first 2 cards and elicits the meaning and form one by one as mentioned in LA. 2#T elicits the M and F of the present perfect using CCQs T: " Which tense is that?"......(PP) T: When did she saw the film?......(in the past) T: " Has she enjoyed?".....(yes) T: " Is she still enjoying it?".......(yes) " So, we use the PP to express actions that happened in the..... but the effect or the result is........" Past\ continues up till now 3# T moves to the (F) phase then the (P) phase eliciting the stressed syllables, then drilling chorally and individually.

Productive Task(s) (5-9 minutes) • To provide an opportunity to practice target productive skills

1# T focuses Ss attention to Ex2 "Now it's your turn to talk about a film you have enjoyed, but before that I'll give you 3 minutes to prepare. Think of WHAT you will say, and HOW you will say it. If you need ideas you can either use these tips or the questions in the previous Ex T tells Ss that they don't have to write down full sentences, they just write notes." 2# T monitors and gives help 3# Ss start their conversations in pairs .

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

After T monitors, she corrects the mistakes gently in a whole class activity.

Web site designed by: Nikue