Özlem Yılmaz Özlem Yılmaz

TP3
A1 level

Description

In this lesson, students learn about the present simple positive and negative 1st and 3rd person singular through guided discovery based on a listening text about the colours. The lesson starts with the introduction of colours. This is followed by a listening task where students listen to locate specific information. Then comes the language analysis stage. After the language analysis, there are two written controlled practice activities. And finally, there is a less controlled activity where students mingle with the others and ask and answer questions to each other using the target grammar point.

Materials

Abc A small ball
Abc Coursebook

Main Aims

  • To review, clarify and practice target language: he/she doesn't

Subsidiary Aims

  • Speaking about your likes (focus on accuracy)

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 using the visuals of famous people. She shows the photographs on the projector so that everyone can see clearly. She shows them one by one and asks: "There are some photographs of famous people. Do you know him/her? Who is he/she?" She elicits the answers through whole class discussion and gives WCFB.

Pre-Listening (8-10 minutes) • To teach or review vocabulary for colours

-This time T shows all the photographs at the same time on the projector and asks: "Who wears a red dress, a blue T-shirt, etc.?" -To check their understanding, T asks ICQs: "Is it Tom Cruise or Tarkan? Which one wears a ____ ?" -Then, she elicits the answers from the class and gives WCFB. -Students may have some problems with the pronunciation of the colours: black, white and yellow since /æ/ and /w/ sounds are not found in Turkish and they may try pronouncing the last sound of the word, yellow. So, T writes the words on WB and, does drilling and hot error correction. -T ends this stage with the game 'What's missing?' T asks them to close their eyes, deletes one picture and lets them find the missing one. (At this stage, T makes a link with the previous lesson (Present simple and vocabulary for clothes) and introduces the vocabulary for colours in a student-centered way.)

Listening Task (5-8 minutes) • To provide an opportunity to practice "the skill of listening for specific information" and elicit sentences from the text to be used for guided-discovery of the target grammar point

-For gist listening, T gives three choices and asks Ss to listen and find what the text is about: "Listen and find. Is it about favourite colours, favourite food or favourite sports?" -T makes use of a listening text and instructs: "Work individually. Listen and match. What colours do Olga, Ben and Donna like? Write O for Olga, B for ben or D for donna. More than one answer is possible." -Then, she gives the handout and asks ICQs: "Do you do it alone or with your partner? (Alone) What do you do? (Listen and complete.) What do you write? (O, B or D) Can you write more than one answer? (Yes.)" -She lets Ss listen two times and then check in pairs. -Lastly, T gives WCFB.

Language Analysis (10-12 minutes) • To clarify meaning, form and pronunciation of present simple negative with the third person singular

-T does language analysis using the sentences on the board which she elicits from the Ss using the questions: 1. Is black one of Olga’s favourite colours? (yes) How do you know that? What does she say? (“I often wear black. I have a lot of black clothes.”) 2. Are black and grey two of Ben’s favourite colours? (yes) How do you know that? What does he say? (I wear suit to work every day. And the suits are mostly black and grey.) 3. Is black one of Danna’s favourite colours? (yes) What about yellow? (no) How do you know that? What does she say? (“I like black. I don’t like yellow. I don’t like black.”) (If necessary, T lets them listen to the text one more time.)

Controlled Language Practice (8-10 minutes) • To provide students with written controlled practice of the target language

-T asks Ss to do exercise 2b: "Look at 2b. Make the sentences negative. You have 2 minutes." -She asks ICQs: "Which exercise do you do? Do you make them positive, negative or question? How much time do you have?" -First, she lets them check in pairs. And then T shows the answers on the projector. T asks "Do you have any questions?" and gives WCFB. -For the second controlled activity, T asks Ss to do exercise 2c: "Read these sentences. are they true? If not, change them. You have 3 minutes." -She asks ICQs: "What do you do? (Change the sentences.) Which sentences do you change? (False ones) How much time do you have? (3 minutes)" -First, she lets them check in pairs and then shows the answers on the projector. T asks "Do you have any questions?" and gives WCFB.

Less Controlled Language Practice (8-10 minutes) • To let students use the language more freely

-Ss make a big circle. They play a game. They hold a small ball, say what colour they like and throw the ball to someone else to let him/her say his/her own. Everyone has to remember each other's answers. Then one S comes in the circle, makes a sentence about one of his/her classmates. "S/he likes.../ S/he doesn't like..." If the S in the circle makes a mistake, the other Ss show their red cards and shouts "Ssssssssssss" or "Zzzzzzzzz" to exaggerate the sound "s" in present simple 3rd person singular positive and "z" in present simple 3rd person singular negative. Instead of giving long instructions, -T plays with the Ss to let them know the rules of the game. -T finishes the lesson with the joy and laughter of Ss.

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