Hala Zghoul Hala Zghoul

TP3
Elementary level

Description

In this lesson Twill address the productive skill (writing) through the receptive skill (reading). The main aim of the lesson is to ask the Ss to produce a written paragraph about the subject of daily routine after having been introduced to it through reading a similar text. T will address PPP firstly by setting and presenting the subject, practicing the vocabulary and time expressions, then producing a similar text.

Materials

Abc HO gap-fill 2
Abc HO fill in the gaps 1
Abc Cut-out Time expressions.
Abc Gap-fill exercise
Abc Hand-out reading text.
Abc Cut-out answers on paper

Main Aims

  • The main aim of this lesson is the productive skill (writing). It aims at getting Ss to write a paragraph describing their daily routine according reading a text and having the time expressions pre-taught to them.

Subsidiary Aims

  • The sub aim of this lesson is a receptive skill (reading) that will introduce time expressions to Ss in order to help them produce a small paragraph about their daily routine using these expressions.

Procedure

Lead-in (1-2 minutes) • To present the context of TP3 and grap the interest of Ss and engage them in the topic through guided discovery.

T will provide a picture of a girl. T will ask Ss what they think her name is. Ss will brainstorm and try to guess T will tell them her name and it will appear on the slide show. T will try to make it closer to their cultutr by asking Ss if her name is common. Ss will try to guess and explain why. T will ask Ss what they think the reason for her anxiousness and the why she looks like she does. Ss will guess and give different answers. T will personalize the question if Ss do not understand " why would you be sad like her". This must be a bottom-up procedure in order to gradually present the subject to Ss

Pre-reading preparation. (1-2 minutes) • So that Ss can anticipate or predict the subject and the idea of the text before reading (receptive skill) .

T will display photos of various things the girl in the photo has to do. she will say because 'Fariha' is busy. Ss will understand what busy means from looking at the slide and T will further clarify by saying "she has a lot of things to do." T will ask about every photo quickly "what is she doing her" with the words at the top. Ss will guess according to the picture using verbs they previously learned.

Skim reading (3-4 minutes) • For Ss to understand the general idea of the text and to improve their sub-skills of gist reading.

T will show Ss the text and ask them to find out why Fariha is very busy with the question displayed on the screen. T will set time for Ss. One to two minutes. Ss will skim the text finding the answer individually. After they answer, T will ask them to work in pairs to check their answers. Ss will check briefly their partners answer and ask why to enhance more brainstorming. T will attract their attention after one minute. She will display Fariha having found a new job at the hotel. The hotel will be a hotel in their country to make it more personal.

Reading for detail. (6-7 minutes) • This task aims at giving Ss the chance to scan for specific information which will make them understand the text more and enhance their sub-skills.

T will display the first part of the question. She will ask if they can guess or remember. Ss will guess. If they get it right, T will write the answer in the gap using WB and display the rest of the parts, She will ask them to read individually for four minutes. If they do not know the answer she will display the other parts and asks Ss to read the text for four minutes and try and find the answers. Ss will read the text alone. T will monitor and take notes. T will stop them and asks them to check their answers in pairs. while Ss are checking their answers, T will monitor and hand out cut out answers to a certain S from the class. T will call for their attention and gives Ss with cut outs to come up and put them where they think is correct on WB. Ss will think and stick them on WB. There will be WC feedback. T will ask Ss for WC FB

Time expressions introduction (3-4 minutes) • To introduce Ss to the words of time (time expressions) so the understand the text better and use the time expressions in their productive task(writting)

T will show Ss how to do this task. T will ask Ss to help her find words that talk about time in the reading text and underline them on WB. T will ask Ss to go back to the text and try to underline the word of time (the word we use to talk about time) in pairs just like she did. T will monitor to see where Ss are struggling. T will use proper ICQs to make sure Ss understood the task, if not, she will give instructions again. Ss will work in pairs for two minutes to try and guess where the time expressions are. T will then ask some S to come up and underline ones they saw. T will address their usage briefly using CCQ and eliciting.

Time expressions exercise. (3-4 minutes) • To make sure Ss understood the usage of time expressions.

T will tell Ss they will play a game of matching T will divide the class into 4 groups T will put the four pairs of time expressions on WB not in order. T will take a meal and time expression T will put them together and ask "is this correct" then T will put the correct one with eliciting then she will so with another pair. T will tell Ss that one person from each group comes to the WB to match them correct and in order!!!!! while the rest of the group helps in their seats. T will do ICQs to make sure they understand (she must). Ss will answer. T will tell them it is in a set time of two minutes whoever finishes first says "banana" Ss will play the game. after they go back, T will CCQ with WC

Time expressions pronunciation activity (2-3 minutes) • To drill and repeat the pronunciation of time expressions and how to pronounce the sentence they are in.

T will display the time expression "in the evening" she will drill it and ask Ss to repeat. Ss will listen and repeat after T. T will then add the beginning of the sentence to form and example close to the one used in the text. T will then elicit examples from Ss by asking about what they do in certain times that are already on slide. Ss will try to answer. And T will write the answer on WB. T will drill and Ss will repeat. T will show Ss where the stress is and the change in the intonation of voice by using arrows and dots on WB.

Time expressions exercise. (gallery activity) (2-3 minutes) • FB if Ss understood the usage of time expressions.

Ss will be given HO with gap-fill exercise. T will explain on slide what they need to do. She asks S to "look at the words for time and think does it go here here here..." T will use ICQs T will give Ss two minutes to answer in pairs. Ss will answer in pairs. T will monitor. T will then ask Ss to stand up and check for the answers on the walls.

Preparation for writing. (3-4 minutes) • This task is to prepare Ss for the subject of the productive activity (writing) and to give more practice to the usage of time expressions.

T will have projected on a slide the tile 'My daily routine' so Ss can predict the last stage of the class. T will tell Ss 'I wake up at Six o'clock' and the sentence will appear on WB. Then another example about another period of time. T will ask Ss where words for time are and will highlight them. Then on the rest of the slide there will be three notes that start with I.....then blank space. T will ask Ss to complete the rest according to their own personal daily routine using the highlighted expressions. T will use ICQ to check Ss understand what to do..."do we use these" do you write about him or her"... Ss will write individually for two to three minutes.

Writing task. (10-12 minutes) • This is the main aim of the lesson (productive skill) using what they have learnt through the previous day of grammar and this session of time expressions.

T will display the picture of the girl and the text she said. T will ask Ss if they remember her daily routine and what she does. T will let Ss answer what they remember. Ss will say what they remember in their own language. T will ask Ss to write down their daily routine like fariha using time expressions ( word for time). T will use ICQ to make sure Ss understand T will give Ss five minutes, Ss will write individually. T will monitor Ss. When the time is up, T will take the papers, stand in the middle, show them that they come take a paper, read it, think, who it belongs to, and find out while mingling. T will pre-teach Ss how to ask about daily routine. T will ask S according to the paper she has "Do you wake up at...?" then asks another question to another S. T will elicit how to say the question and write it on WB T will ask ICQ to check if they understand. Ss will answer. T will ask Ss to come and take paper. Ss will mingle while trying to find who wrote the paper they have. If there is still time, when Ss sit back down, T will ask individual S if they found who wrote the paper they have.

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