Martin Plasse Martin Plasse

Grade 8 (A1) level


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of time sequencing adverbs in the context of texting

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation using sequencing adverbs in the context of texting


Warmer/Lead-in (Context) (4-6 minutes) • To set lesson context and engage students

Begin the lesson with a video of the pros and cons of texting. The video illustrates well about a subject the students know well, but still some parts of it will be difficult to understand, which is fine. That said, T can stop the video regularly to check meaning, and allow most students to follow till the end. Ask students what they think of the video? What is texting? Do they text a lot? Do they think it is good or bad? Why? What is good? What is bad?

Useful Language (Grammar) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Begin with a grammar sentence analysis with these sentences (you can have sts come and write under words noun, verb, adverb, which may help some compare sentences, and create different ones with same template, but this isn't very important at all) : "Martin played basketball from 3pm to 4:30pm." Try to elicit the sequence adverbs (from,to) by not writing them at first. Use a timeline to illustrate when Martin played basketball. "It didn't rain until Wednesday." Do the same with 'until'. You can show that until is often preceded by 'not' like in didn't. "They have been working on the project since Monday." Do the same for 'since'. Keep a section of the board for these 3 sentences with timelines so sts can refer to them when answering your questions or doing the following tasks.

Controlled Practice (10-12 minutes) • To provide an opportunity to practice target productive skills

Check meaning of 'problem', 'reply', 'conversation', and 'polite'. With the exception of reply, the other words are assumed to already be known by most students. 'Reply' is quite relevant to the context and should be taught. 'Polite' was at least mentioned in the previous lesson.You will be handing out a sheet with a written conversation to be used as a gap-fill exercise. Sts find the answers together, but should write the answers individually on their own sheet of paper according to the numbers. So you should be getting your sheets back after this task. The answer choices are to be put up (from the ppt. presentation) Put students in teams of four. For feedback, choose random sts to come put their answers on the blackboard. Whether the answer is correct or not, ask for why thy chose that answer.

Semi-controlled Practice (18-20 minutes) • To provide an opportunity to practice target productive skills

Noughts and crosses game. Draw a 3 by 3 grid on the board. Divide the class in 2 teams: Xs and Os. Put the sequencing adverbs in the spaces: ago, during, from, to, later, now, since, until. Put 'texting' in the middle and explain that it is different, they have to use 'texting' and have to use any of the other sequencing adverbs. So the teams take turns an adverb (or texting), they have a few seconds to make a sentence, that a representative comes to write on the board, and that the team than reads aloud. If the sentence is correct they write an X or an O on the space of the adverb they chose. Try to have a different team representative for each round. Do an example yourself before beginning the game. You might want to make a mistake to see if sts will notice, and to bring attention to a frequent mistake, they still might make. Do feedback and error correction after each round i.e. after each team has tried to give one correct answer. If this goes quickly, just do a second one.

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