English Lesson Planner

Adem Tarık Genç

TP 2b - Elementary A2 level

TP 2b
Elementary A2 level

Description

In this lesson, Ss learn to use the Present Simple to talk about daily routines. Ss write about their daily activities and later on in the lesson Ss do contolled practice with Wh- questions and then ask eachother questions.

Materials

HO1

Timeline

HO1

Timeline

Main Aims

To provide clarification and practice of the simple present in the context of daily routines for "I/you/we/they"

Subsidiary Aims

To provide specific information listening practice using a text about an actor's life in the context of daily routines
To provide Ss with the opportunity to write about their daily routines.
To give Ss the opportunity to ask and answer questions related to the TL in the context of daily activities.

Procedure (31-57 minutes)

Lead-in (3-5 minutes) • To refresh Ss' memory of the context of the lesson

T projects the pic. of Sam on the wb and asks Ss CQ's like What's his name? What's his job? etc. Ss answer Q's and T asks other Ss if they agree.

Language Analysis (5-10 minutes) • To give Ss the opportunity to witness the language in a real-life context and provide Ss with the meaning, form and pronunciation of the TL

T underlines the TL from the text about Sam on the wb and asks Ss if they know what the TL is. Ss call out if they lnow the answer. T elicits tha they are the Simple Present. T asks Ss if they know when we use the TL. TL elicits that the TL is used to talk about daily activities or routines. T projects form on to the wb emphasizing the verb form for I/you/we/they. T asks CCQ's like: Am I talking about the future? No. Am I talking about the past? No Am I talking about something I always or generally do? Yes

Semi-Controlled Practice (8-12 minutes) • To give Ss the opportunity to personalise the TL through writing sentences about their daily activities.

T asks Ss to individually write 6 sentences about their daily routines. T models task. Ss write sentences and T monitors helping if necessary. T puts Ss into groups of 3 and Ss compare answers. T monitors and does feedback w/c.

Further Controlled Practice (5-10 minutes) • To further expose Ss to the TL through a listening exercise

T asks Ss what time of the day the reading exercise was talking about. Breakfast. T tells Ss that they are going to learn about Sam's afternoon and evening. T tells Ss that they are going to read some sentences about Sam's afternoon and evening and they have to circle the correct option. T hands out HO1 and points out ex7. T models on board. Ss do task individually and then check with a partner. T asks Ss to listen and check their answers. T does FB w/c.

Language Analysis 2 (5-10 minutes) • To further expose Ss to the question form of the TL

T writes a question of the TL on the board and elicits the question form of the TL drawing special attention to the word order and the use of 'do' in questions. T highlights where necessary. T drills the question paying special attention to the /d/ pronunciation of "do you?" T asks Ss to do ex9a indv. and then compare with a partner. T does Fb w/c.

Semi-Controlled Practice (5-10 minutes) • To give Ss the opportunity to practice the Tl through asking and answering questions with a patner.

If time is left over, T will ask Ss to get up and walk around the class asking people the Q's from Ex9. Ss ask and answer Q's T monitors and notes any errors. T wirtes errors on board and gets Ss to correct errors.