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Lois Maddox - Headway
Beginners level

Description

In this lesson, students will talk about Lois's day using the third-person form through a text with different verbs. Then, they will be introduced to the meaning of usually and always.They will listen about her for gist and specific listening and reading tasks. They will follow this up with discussion and different activities.

Materials

Abc Re-arrange the sentence
Abc Student book

Main Aims

  • To provide gist and specific information listening and reading practice using a text about Lois's day

Subsidiary Aims

  • To provide the use of some adverbs of frequency in present simple and using the negative form of present

Procedure

Lead-In (1-2 minutes) • To generate interest in the theme of the lesson

- T shows two pictures: one for Elliot and one for Lois to review the previous lesson. - T asks "Who's he/she?" - "What's his/her name?" - "Are they friends or brothers?" - T elicit the answer from the WC.

Prediction Task (2-4 minutes) • To encourage Ss to predict about the content of the text and give them a reason to listen and read the text

- T shows four different pictures of Lois's day - T asks Ss to Pw for two minutes to guess what words or verbs we can say about Lois's day ICQs: - Will you read or listen or write? No, think and guess - How much time? Two minutes - FB for Wc and T writes their FB on the WB(optional)

Listening for gist (2-4 minutes) • To encourage Ss to listen and read for gist understanding

- T asks Ss to listen once about Lois to choose the best title for the listening task - T writes the three titles on the WB: 1. Lois's day. 2. Lois's friends. 3. Lois's family. - ICQs: - Who will you listen about? or Will you lesson about Elliot? No Lois - How many times will you listen? once - How many titles will you choose? one - T allows them to PW to check answers - FB for the WC

Listening/Reading for specific information (10-12 minutes) • To practice reading/listening for gist and specific information.

- T asks Ss to read and complete the text with the verbs for three minutes -activity 4- - ICQs: - Will you listen or read? read - How much time? 3 minutes - How many verbs do you have? 13 - Where are they? in the box - T asks Ss to PW to check answers - FB on the WB( students can write on the WB / T plays the recording to check their answers) - T asks Ss to read the activity 3 page 45 - Are these sentences about Lois or Elliot? write He or She in two minutes ICQs: - What will you write? He for Elliot and She for Lois - How much time? 2 minutes - FB in PW -T checks the answers on the WB - T asks Ss to listen and complete the phone conversation between Lois and Elliot. ICQs: - How many persons will talk? two - Who are they? Elliot and Lois - Will you listen and repeat? no listen and write - FB in PW the T plays the recording to check their answer

Highlighting and Clarifying target language (5-7 minutes) • To highlight the target language so that learners are focused on it. - Clarifying the meaning, the pronunciation and the form

- T writes a sentence on the WB : She ......... gets up late. - T asks "What can we put here?" to elicit from the text the answer. CCQs: - Is the sentence in the present or the past? - How many times does she get up late? Always - everyday - all times. - Does she get up late today? yes, she gets up late everyday. - Does she get up now? No - Will she get up late tomorrow? yes, maybe - T draws a line on the WB to show how many times she does an action and elicit ( never-sometimes-usually) - T writes the form on the WB ( Subj. + always + Verb .....) - T asks Ss to write two sentences from the text contains always/never/usually for two minutes ICQs: How many sentences will you write? two - Will you look at the board to find the sentences?/ Where are the sentences? no at the text - How much time? two minutes - T allows Ss to check answer in PW - FB to Wc on the board by circling the sentences

Language Practise (8-10 minutes) • To provide controlled oral or written practice focused on using the language accurately

- T writes a group of words on the WB to arrange the words to form a meaningful sentence (always-she-dinner-cooks) - T asks Ss " How can we form a sentence?" to elicit from the Ss and writes the answer on the board - T splits the class into three groups of 3 Ss and named the groups(morning-afternoon-evening) and writes the names on the WB - T asks Ss to form five sentences using a group of words written on posters, each group will stick the poster of the words on the WB to form a sentence in 2 minutes. - ICQs:- What's the name of your group? - How many sentences will you stick on the board? 5 - Will you write words on the board? No, stick - Why? to form a sentence - T checks the answers and praises the winner group

Another language practice ( if time activity ) (5-6 minutes) • To provide controlled oral or written practice focused on using the language accurately

- T writes on the WB: Lois lives in a flat. ICQs: - Is this sentence positive or negative? positive - Is it the present or the past? yes, in the present - Can we change it into negative? yes, how? - Is it true? No, she does not live in a flat. She lives in a small house. - T asks Ss to correct the sentences about Lois and Elliot in activity 5 in 4 minutes. ICQs: - Will you listen? No, write - What will you write? - one negative sentence and one positive sentence to correct the sentences. - How much time? 4 minutes - FB in PW then T allows Ss to write the correct sentences on the WB

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