Rawabi Rawabi

Beno, 16, June, 2017, TP6a
Beginners A1 level

Description

In this lesson the students will have a quick review on the vocabulary we took in the previous lessons. Then be introduced to new adjectives and where to place them.

Materials

Abc H.O
Abc WB
Abc Listen To Tape
Abc HO
Abc Projector
Abc Hand Out

Main Aims

  • Grammar. Adjectives

Subsidiary Aims

  • Vocabulary and Listening

Procedure

Warm up (2-3 minutes) • To give students a general idea of the lesson.

T shows a picture of a city. Elicits the word 'City' T shows a picture of a small town. Elicits the words. 'Small town' 'town' hometown' T asks "What places are there in a hometown?"(Library, park, Mall, Cinema, theater, bus station) T Elicits answers and helps students by showing more pictures.

Lead in (3-4 minutes) • Quick revision of previous lesson vocabulary and building context

T gives students HO1 asks students if they can remember these words from our previous lesson and see if there are any new words in there. Ss are given a time limit of 2 minutes to answer the exercise then they are asked to share their answers with the person to their right. ICQs: How many minutes do we have?(2 minutes) Do we have 10 minutes?(no) WCFB making sure they know all the words and use pictures to remind them.

Gist-Listening (2-3 minutes) • For the learners to get an overview of the text

T introduces Susan. " Her name is Susan. Her hometown is a place called Bath in England" T plays part of the tape. (until 'parks'). T asks "Where does she live?" (England, Bath)

Highlighting the target Language (7-9 minutes) • Letting students notice the TL

T asks "Does Susan like living in Bath?" (yes) "Why?" (beautiful place, old buildings, nice parks) T HO script for the listening. Ss listen to the whole tape following it with the script. twice. T asks more specific questions. "Is there a shopping centre?" (yes) "How is it?" (there is a big new shopping centre) "How are the restaurant?"(good restaurants)

Clarifying the Target Language (9-10 minutes) • clarifying the meaning and use of the TL

T uses the sentences elicited earlier in the lesson. There are a lot of old buildings. There are some very nice parks. It is a very beautiful Place. T first circles the adjectives with a red marker and asks what are these? (Adjectives) or (...) T clarify "These are called adjectives." "An Adjective tells you more about the noun" *look at the examples* T underlines the nouns in green marker. CCQs: What is the place(Bath) like? (beautiful) What are the buildings like? (old) What are the parks like? (nice) T cover the adjective and reads the sentence and waits to see if they figure out the difference. T elicits adjectives from students and makes a new context related sentence You can swim in the hot water. and then asks can we say water hot? (no) "No because adjectives go before their noun." T drills the sentences marking the stress on the noun following the adjective with a blue marker.

Controlled Practice (10-11 minutes) • To help student use the TL correctly

T takes previous HO of the script from the students and gives them one with missing adjectives. Ss look through the text for a few minutes answer the ones they can remember. T plays the tape and Ss have to listen carefully and fill in the blank. (maybe play the tape twice if needed) T asks students to write their names on the HO and swap papers. Ss look through each others answers. T gives them back their first HO and they correct each others mistakes.

Semi - Controlled Practice (3-4 minutes) • To have students practice the TL

T gives HO and asks students to "Write the sentences again WITH the adjectives" CCQs: Are we going to write the sentence again? (yes) Without the adjectives? (no) With the adjectives?(yes) Ss work alone at first. Ss check their answers. FB teacher chooses a student to write the answer on the board. T asks if everyone agrees.

Freer Practice (6-7 minutes) • To allow students to use the language productively

T writes on the WB [What is your hometown like?] Ss have 3 minutes to either think about their answer or write it down. Then they go in pairs and tell each other their answer. WCFB each student says what 'his' partner's hometown is like.

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