Joey Guertin Joey Guertin

TP6 - PART B - Grammar
Elementary A2 level


No materials added to this plan yet.

Main Aims

  • To provide clarification and review of how much / how many in the context of food and then have a controlled practice.

Subsidiary Aims

  • Enter here... What is it?


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks the students if they are are healthy and unhealthy T chests HO and gives simple instructions T pairs students and gives HO Ss ask each other what they ate today and make a list. They then decide if their partner is healthy or unhealthy. WC FB to see who ate generally eaten food (eggs, sandwich, burger and köfte) and who is healthy and unhealthy after the survey.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T presents the first part of the test and tells students that they will have to work alone. Ss have 2 minutes to fill in the first part of the test. T presents the second part of the test. Ss have 2 minutes to complete the test. Ss check their answers in pairs. T projects the answers on the board.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T presents the first grammar point on WB and does the first part of the guided discovery with them. Ss try to complete the grammar rule individually using the model sentences. T clarifies grammar point and moves on to the next point. Ss complete the second part of the chart in pairs using the model sentence. T checks answers and clarify the form if necessary. T puts students in small groups and have them complete the third part of the guided discovery. T elicit answers from each group and writes them on WB T gives the model sentences to the students (TL) and they have to discuss together and put the sentences under the correct category. T clarifies the rule for the TL and answers any questions that arise.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T chests the first part of the test Ss work individually for 3 minutes on the test Ss check their answers in pairs T gives the answers of the test and performs MFP

Free practice (8-10 minutes) • To provide students with free practice of the target language

T pre-teaches vocabulary for the activity () T explains that they will work with a pair and choose between many or much. T checks answers with class Ss ask questions to their pairs first If time, the activity continues with a new partner

Feedback/Error correction (3-5 minutes) • To provide delayed error correction from the speaking activity.

T congratulates students for their efforts in doing the activity. T writes on the board 2 great answers that were heard and 2 that have some mistakes. T elicit the correct form/pronunciation from the Ss

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