Aysu Cogur Aysu Cogur

First date / Present Simple questions and short answers
Elementary level

Description

In this lesson SS will focus on do/does questions and read while listening for the gist and specific information of the tv game show 'first date'. They will also learn about like/dislikes and then be engaged in the grammar of the topic; present simple, writing their own questions and short answers.

Materials

Abc First Date, Grammar
Abc First Date, Reading & Listening

Main Aims

  • By the end of the lesson, Ss will have a better understanding of Present Simple questions in the third person (he, she, it) and be able to talk about dating.

Subsidiary Aims

  • To provide gist and scan through reading and listening to specific information.

Procedure

Stage 1 (Building Context) (3-5 minutes) • To introduce and generate interest in the 'first date'

1. Quickly mention previous T's topic by asking Ss: 'What did you learn in Hazel's lesson?' - continue according to answer 'Who likes cats? - Ss answer.' 'And who likes computer games? - Ss answer.' 2. Pre-teach ‘first date’ and ‘wedding anniversary.’ * TODAY WE'RE GOING TO TALK ABOUT 'FIRST DATES'. I will tell the students about my best friend Kate likes to listen to rock music in her free time and loves cats. Kate met her husband Mike 2 years ago and they got married 1 year ago. On their ‘first date’, they where they went to an Italian restaurant and they go to the Italian restaurant every year on their wedding anniversary. CCQ's Does Kate like to listen to rock music? – Yes Does Kate hate cats? – No, she loves cats. Is Kate married?? – Yes Where do Kate and her husband go to on their wedding anniversary? – to an Italian restarurant.

Stage 2 (Reading & Listening task) (8-10 minutes) • To practice reading/listening for gist/detail/specific information and contextualize the Target Language

1. Before giving out HO's, show the students the photo of 'first date' write on the WB, tell them it's a dating programme where single people meet and get to know each other. 'This is Mark and this is the presenter/host of the show. IN PAIRS, tell them they will listen to the CD and find out four things Mark like and one thing he doesn't like. 2. Give HO's pg.32 and elicit questions, CCQ's: Who is Mark? Who is the TV programme host? Are you going to find out 2 things that Mark likes? 3. Play the recording and students write answers, then check answers by writing them on the board. Mark Likes: watching TV playing computer games going to the cinema playing football and tennis rock music Chinese food animals *What doesn't Mark like?? - shopping for clothes, 4. Tell students that Mark isn't talking to the women but asking the presenter about them. Which woman is he talking about; Kim, Susie or Jo? - KIM, 5. After listening Ss discuss with their partner and share answers with the WC Finally listen to cd to check for answers. CCQ's: T: What does SHE do? What's her job?? Ss: She's a vet T: Does SHE like rock music? S: No, she likes..... T: What is a vet? .... an animal doctor.

Stage 3 (Highlighting target language) (8-10 minutes) • To highlight the target language so that Ss are focused on it

EX. 7 1. on the WB write: Do/does she like animals? ICQ: Is it DO or DOES ? - yes, she does. 2. Before giving out HO's, tell student what they will do: *Fill in the gaps with DOES *Then write questions 3 & 4 in the table. *I draw the table on the WB and prompt answer from WC. * RECAP: When do we use DOES and DO in questions?? - wait for them to answer... Then write example: -What do you do? {when subject becomes I, YOU, WE, THEY do...} -What does she do? {when subject becomes HE, SHE, IT does....}

Stage 4 (Clarifying target language) (8-10 minutes) • To clarify the meaning, pronunciation and form so that students can comprehend, pronounce and construct it.

EX. 8 1. Focus students on the difference between the 2 sentences stresses. Do is stressed in the first one but NOT the second one: * * What does she do? /dəz/ * What does she do in her free time? /dəz/ 2. Ask students to group in 3- FACING EACHOTHER. Then ask students to complete EX.8 working together. 3. Nominate Ss to write answers one the board.

Stage 5 (Language practice) (8-10 minutes) • To provide freer oral/written practice through an activity whilst using the language productively.

1. Before giving HO's, divide Ss in 2 groups, 2 horse shoe groups 2. Explain what they have to do Notes for MR. bean video: Before making students watch the video; * give 4 question questioner about: 1. What are the names of the 3 men? Man 1, Man 2, Man 3 2. Who is from? - Dressing room (MAN 3) - London (MAN 1) - Edinburgh (MAN 2) *make students watch maximum 4 minutes of the programme and vid. stopped and in big groups of 2 answer the questions. Guess if they can't remember the answer. Then ask for answers, give correct ones if they can't * Last question on the questionnaire, STOP vid at 7:09 and ask Ss 3. Who does Tracy choose? ROB / RODDY / MR BEAN *Students try to guess, and then watch vid again all together as of the 7:10mins until 9:17mins FB: 'are you surprised with Tracy's choice?' Blind date (mr. bean) https://www.youtube.com/watch?v=qLNhVC296YI

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