yaser yaser

Music lesson, contractions
A1 level

Description

In this lesson, SS get the chance to study the use of contractions. The SS are given the opportunity to immerse in fluency activities in a certain range of activities. This lesson has been designed with a view to laying great emphasis on the development of speaking as a key productive skill.

Materials

Abc HOs,WB,markers
Abc HOs,WB,CD player,photocopiable practice and markers
Abc Gap-fill handout

Main Aims

  • To provide clarification, review and practice of contractions e.g. It's, he's, she's, we're, they're in the context of Music

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversations and role-plays in the context of music.

Procedure

Warmer/Lead-in (10-12 minutes) • To set lesson context and engage students

I get the SS to guess who I am, how old I am, where I am from and where my school is. First and foremost, I'll board words such as name, surname, age, nationality and school and encourage SS to ask me relevant questions to gather information about my me. Afterwards, I will have them pair up and get to know other students in the class. Next, I will single out some, preferably 3, students to come to the front so that others could ask him/her questions.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will read out a short text, with some key words taken out, to the class at a steady pace. I will ask if they managed to remember any words from the dictogloss activity. I will provide some support by giving the SS some blanks the number of which represent the missing words. Then I will have them exchange their ideas in pairs and then I get the feedback. In fact, the SS won't use pen and paper in the first go because they are expected to memorise some of the text. In the second go, they are allowed to make notes and I show them to use their pens to do so. Next, I will provide them with the text. The text provides the SS with sufficient hints and clues to lighten the cognitive load for the YLEs. Then they fill it up with suitable contracted verbs, which is the focus of attention. To complete the text, the SS should cooperate with their peers and make as many guesses as possible. I will encourage the SS to volunteer and come to the board to share their ideas with the class.

Controlled practice (3-4 minutes) • To consolidate SS's undersatnding of the use of contractions

At this stage, the SS have to get on with a controlled practice to further build their awareness of the use of contractions. SS fill up the blanks on their own and then check their answers in pairs. SS then volunteer, raise their hands to respond.

semi-controlled practice (6-8 minutes) • To sharpen SS's awareness of the form of contractions in written language.

I stick a number of sentences on the walls that contain mistakes. Preferably, I use different colours to better assess every group's performance distinctly. SS are put into groups of 4. Every group has a runner and 3 other members serving different duties: the runner dashes off to the wall and takes a sentence, comes back to the group and then allows the members to discuss and zoom n on the mistake in every sentence. Then the runner comes to me for some sort of confirmation. the group who has teh most accurate answers and appears to be the quickest will be the winner.

Prodcution (7-9 minutes) • To provide feedback on students' production and use of language

The SS read an email and then attend to an incomplete conversation on their own and then check their answrs together. Onc ethey have done filled up the blanks, they embark upon a short diolaogue in pairs. Of course, they are given the prompts e.g. where, when, who as well as the name of a famous Turkish singer ( Murat Boz) as well as a famous venue ( Atatürk cultural centre). The class is divided into groups of two, A & B. As build the questions and Bs build the answers and then I will ask some of the pairs to have a demo.

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