Özlem Yılmaz Özlem Yılmaz

TP2
A1 level

Description

In this lesson, Ss read a text about student life for gist. They learn "this" and some vocabulary items for common objects through the use of this reading text and flashcards. They practice "this" together with the vocabulary. They ask and answer questions using the new grammar point (What's this? This is a... ) and the new vocabulary. If there is time' Ss will contrast "this" and "that". Finally, Ss learn about the idea of informality of language. After categorising the expressions into formal and informal in small groups, they mingle in the classroom and have a conversation with a few learners, using the expressions: "Hi! How are you? Fine, thanks. I'm OK." and "Hello. How are you? I'm fine. Thank you." The lesson ends with the practice of 'goodbye' words.

Materials

Abc Flashcards
Abc Realia
Abc Coursebook

Main Aims

  • To present "this" and some vocabulary items for common objects, with practice

Subsidiary Aims

  • Reading a text about student life

Procedure

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

T asks some questions to Ss to set the context and engage them. "What's your job? Are there any students in this classroom? Unıversity students? Where do you stay? At home, in a flat or on a campus? Do you stay with your family or friends?" T asks the questions one by one and elicits the answers from the Ss. T helps their understanding using the visuals of home, flat and campus.

Pre-Reading (5-8 minutes) • To contextualise and introduce the target language

T asks the Ss to read the text quickly and match the students in the pictures with the texts. "Work individually. Read the text quickly. Match the pictures with the texts." She checks their understanding by saying: "1-A, 2-B..."??? She lets them check their answers in pairs and then gives WCFB.

Highlighting target language (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T asks Ss to read the text in a more detailed way and do the scanning questions. "Work individually. Read the text in a detailed way and answer the questions." She asks ICQs: "???" In the elicitation stage, she asks students to justify their answers. In this way, she focuses their attention on the sentence 'This is normal in Germany.'

Clarifiying target language (10-12 minutes) • To clarify meaning so learners understand it, clarify the pronunciation so learners know how to say it, clarify form so that learners know how to construct it

To focus their attention more and clarify the target grammar point, she asks them to work in groups, gives them some situation cards and asks them to decide whether this is normal in Turkey: ''Students live in a big flat with other students. Is this normal in Germany?" She elicits "yes". "And now work in groups. Read your statements. Are they normal in Turkey? Discuss with your friends." To check understanding, she does one of them with Ss. She gives WCFB and then comes the language analysis part.

Language practice (8-10 minutes) • To provide controlled oral practice focused on using the target language accurately; to provide freer oral practice and use the language productively

For controlled activity, asks Ss some questions using "this" through the use of flashcards. "What's this?" and elicits the answers from the whole class. Then, she lets the Ss ask the questions and the others answer. For semi-controlled activity, T uses a bag which is full of common objects like pen, pencil, book, etc. Ss play a guessing game. They put their hand in the bag and try to guess the object. "Is this a ...?" If Ss give correct answers, they say: "Yes, this is ..." and if they give incorrect answers, they say: "No, this isn't... / No, this is not..." T shows them what they are going to do by doing it herself first.

Speaking (5-8 minutes) • To let Ss use the language more freely

T asks Ss to work in small groups and gives them some handouts. She gives the instructions: "Work with your group. Categorise the expressions into formal and informal." She sets the idea of informality by drawing pictures on the board (two friends saying "hi" to each other and a student and a teacher saying "hello" to each other) and checks their understanding by giving an example for both formal and informal use of language. She asks them to check their answers with another group and gives WCFB. For the last activity, learners mingle in the classroom and make a dialogue with different learners using the expressions. T finishes the lesson saying: "Goodbye, everyone."

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