Giacomo Sabattini Giacomo Sabattini

TP 6a
Elementary level


Abc Worksheet 3
Abc R6.11
Abc R6.10
Abc Worksheet 2
Abc R6.9
Abc Worksheet 1
Abc Picture 1 (weekends)

Main Aims

  • To provide clarification of language used for interjections and chunks for joy, empathy, surprise and indifference in the context of weekends' stories

Subsidiary Aims

  • To provide listening practice using a text about weekends' stories


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

Ask Ss to look at Picture 1 (OhP) and to remember characters' name [Mick, Sarah, Jane, Henry] Ask Ss to describe them, elicit an example. Ss describe Picture 1 in pairs. Modify the picture drawing on WB while Ss are on task. For feedback elicit short descriptions WC.

Exposure (6 minutes) • To provide context for the target language through a listening activity

Nominate some Ss to talk about what did they do last weekend? Ask Ss to listen to the recording R6.9 and decide who is speaking for each conversation. [gist listening] HO Worksheet 1 (folded, ICQ) and ask Ss to fill the gaps with correct names. Elicit and show who's speaking in the picture. Nominate some Ss to talk about the conversations (show zoomed pictures) 1. Where did Jane go yesterday afternoon? [cinema] 2. Where did Sarah go this last weekend? [Rome]

Highlighting (4 minutes) • To draw students' attention to the target language

Ask Ss to turn around Worksheet 1 and read part a) carefully. They don't have to do part b) ICQs Ask Ss to match sentences to responses. Play the recording R6.10. Peer check. HO Worksheet 2 (folded, ICQ) as feedback.

Clarification (10 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask Ss to turn around Worksheet 2, they don't have to look at it. (ICQ) Ask Ss to find the partner who matches their sentences for the Mingle game. [I have a blue card and I have to find a yellow one] Give an example + ICQs. Ask Ss to sit together when they find a partner. HO Mingle game (13x2=26, see answer key in case). Meaning: Pre-teach be sorry and be surprised. Clarify shame [shame ≠ what a shame] Ask Ss to work in pairs for part b) ex.2 in Worksheet 1. Fill in the columns with the correct chunks. Pronunciation/intonation: Show Ss the importance of intonation. [Oh, really?] Ask Ss to listen to the recording R6.11 and repeat. (ICQ) Ask each pair to stand up and repeat the exercise with the sentences in their slip of paper. Repeat WC. Form: Ask Ss to turn around Worksheet 2 and fill the gaps in pairs. T says the first part of the sentence, Ss respond. Drill for intonation if necessary.

Controlled Practice (8 minutes) • To concept check and prepare students for more meaningful practice

Ask Ss to look at the back of their yellow/blue card and find a S with the same number. Ask Ss to work in pairs and take turn to say the phrases and reply. HO Worksheet 3 (A and B, different for each pair). Exercise 1. Read one or two sentences (Answer key) and make an example with a S. HO Worksheet 3. (ICQs) Monitor and help if necessary. FB WC.

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

Tell Ss we often continue conversations with 'follow-up' questions to find out more information. [make an example] Ask students to work in pairs for ex. 2 on Worksheet 3. Fill the gaps with did, was, are. Do the exercise on WB with OhP as feedback. CCQs: What was it like? [Elicit examples. description/opinion about a place or thing. We don't use like in the answer]

Free Practice (8-0 minutes) • To provide students with free practice of the target language

Ask students to look at ex. 3 a) on Worksheet 3. Working on their own, write notes about what they did in those times. (2') Ask Ss to change pairs and look at part b). Ss can ask and answer questions the times. Ask Ss to keep the conversation as long as possible. Ask two students to give a demonstration.

Web site designed by: Nikue