Liz Liz

Straightforward Pre-int 2ndEd U1A - demo
Pre-intermediate - A2+ level

Description

In this lesson, Ss will review vocabulary to talk about family and friends, read an article about two families and then review and practice personal information questions with "to be".

Materials

Main Aims

  • First lesson - To provide Ss with practice reading for gist and specific information using a text about Mother Love in the context of family life
  • Second lesson - To provide Ss with clarification, review and practice of personal questions with "to be" in the context of family lifeSeco

Subsidiary Aims

  • To provide fluency speaking practice in conversations and personal interviews about families
  • To provide clarification, review and practice of vocabulary to talk about family members and friends

Procedure

Warmer/Lead-in (6-6 minutes) • To set lesson context and engage students

Introduce self and greet Ss - get them to introduce themselves Play hangman to elicit the topic of "family" Ss in pairs tell each other a little about their families. Monitor - don't interfere but note if there is any problem vocab that could be dealt with later. Take general w/c FB

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible, To review, clarify and practice target vocabulary

Draw a mini family tree on the w/b and elicit some vocab for the basics - mother, father, etc. Elicit a couple definitions if you can (not from the task) - e.g. your mother's mother. Focus Ss on HO1 - Vocab & Speaking ex 1. Ask Ss to match the words and definitions. Ss work in pairs/small groups to match the words and definitions. Monitor, help if needed and note where any problems seem to be occurring. Write up numbers for definitions onto the board - Ss come to the w/b to write the answers (i.e. the vocabulary) Deal with any issues and either ask further CCQs to check and/or build up more of the family tree to clarify. Ss move onto ex 2 to write their own definitions in pairs/small groups Monitor and help if needed. Take some general FB - Ss share their definitions. Drill some of the trickier items If time - Ss in pairs take it turns to test each other on the vocab, e.g. 1 x says the word, the other says the definition without looking at the HO - or 1 x says the definition, the other says the word without looking at the HO. Give an example for the following task - write the names of two people on the w/b and explain why they are important to you. Ss work alone to write the names of 4 people who are important to them. In pairs, Ss explain who the people are and why they are important. Monitor and help if needed, or take notes for delayed error correction. Take some general w/c FB - and, if time, any errors noted.

While-Reading #1 (8-8 minutes) • To provide students with a less challenging gist reading task

Tell Ss they are going to read about some families. Show Ss the pictures related to the reading - PPT - visuals. Ask Ss what they think they are about. Ss discuss in pairs what they think - approximately 1 minute. Help with vocabulary if needed. Tell Ss to read and match the pictures to the stories. Check they know to read quickly and not worry about new words. Ss read the text and match the pictures to the stories - approx 1 minute. Ss peer-check Take w/c FB - or ask Ss to the w/b to write their answers

While-Reading #2 (14-16 minutes) • To provide students with practice in reading for specific information

Focus Ss on the questions in Reading ex 2. Give Ss time to read them through first. Ss read the texts again and answer the questions. Ss peer-check. Monitor and help if needed. Take w/c FB helping Ss to find the answers in the text if they are unsure about anything and checking all Ss agree.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask Ss to turn their HOs face down. Ask how much they can remember about the two families. Ss work in small groups to share what they can remember. Take general w/c FB Ask Ss "Do you think the life of these two families is good for the children? Why or why not?" If time - and in a strongish class, Ss discuss in pairs. Or just elicit a couple of answers w/c.

Second Lesson - Highlighting (7-8 minutes) • To draw students' attention to the target language & test what they know already

Using ideas from the reading in the previous lesson, elicit some examples of "to be" yes/no questions. Focus Ss on Grammar ex 1. Ss work in pairs/small groups to match the questions and answers. Groups peer-check and Ss come to the w/b to write the answers. Deal with any issues. Ss work alone to change the answers so they are true for them. Monitor and help if needed. Don't give FB yet, but acknowledge their answers from monitoring.

Clarification (8-10 minutes) • To clarify the use, form and pronunciation of the target language

Put Ss into small groups. Tell Ss to look at the examples and choose the correct answers about the grammar. Ss work together to choose the correct answers on HO4. Monitor and help if needed. Take FB, and if needed, get some examples to the w/b to highlight use of "to be" and the form of the questions, etc. Drill - paying attention to weak form of "be", stress and intonation in different question types - highlight on the w/b

Controlled Practice (7-8 minutes) • To concept check and to give Ss controlled oral practice

Put Ss into new pairs. Ss work together to ask and answer the questions from HO3, Grammar ex1. Monitor and pay attention to pronunciation, etc. Take some general FB & deal with any errors.

Controlled Practice (6-7 minutes) • To give Ss controlled practice of form and prepare students for more meaningful practice

Either give Ss HO5 - Ss work in pairs/groups to unjumble the questions. OR Give Ss the cut-up questions. Ss work together to put them in order. OR Put Ss into groups. Give them one cut-up question at a time. Ss race to put them into order and get them to the w/b.

Freer practice (10-10 minutes) • To provide students with free practice of the target language

Drill some of the unjumbled questions. Ask Ss to interview at least three other Ss in the class (not their neighbours) using the unjumbled questions. Ss mingle and interview each other (Alternative - do this as speaking lines/concentric circles). Monitor and note any errors/examples of good language. Ss sit back down and tell their peers about the people they interviewed. Take some general FB about what Ss learnt about their partners. Do some delayed error correction/FB with examples noted while monitoring on the w/b.

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