New lesson plan: faces & feelings

yaser

faces & feelings - A1 level

faces & feelings
A1 level

Description

This lesson aims to provide the learners with a cognitively and kinesthetically conducive atmosphere where they work up the courage to experiment with the language. The pupils are required to respond to a number of cognitive as well as linguistic challenges throughout the lesson.

Materials

HOs,WB,CD player,photocopiable practice and markers

HOs,WB,CD player,photocopiable practice and markers

Main Aims

To provide clarification, review and practice of eyes, nose, ears, eyes, chin, mouth and glasses in the context of faces and feelings

Subsidiary Aims

To provide accuracy and fluency practice in the context of faces and feelings.
To provide the pupils with the gist and detailed listening practice in the context of story about crocodiles

Procedure (32-40 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

• The learners see a round shape with only what looks like a chin. They are also provided with some other shapes so as to complete the shape. THis is meant to be a human face with a nose, eyes, glasses, and hair. but they have to draw the hair when I urge them to help me and complete the face.

Exposure (3-3 minutes) • To provide context for the target language through a text or situation

• Once they put the parts together, I will get them to elicit the words one by one and then there will be a few drills both chorally and individually. • I will get them to come to the board and write them next to the parts.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

• The pupils are asked to draw a human face with the parts. • Then they check their work together and show it to other groups.

Free Practice (3-4 minutes) • To provide students with free practice of the target language

• I will urge them to make sentences like ' he/she has got a nose', ' he/she has got two eyes'

Presentation of lexis related to feeling (3-4 minutes) • To set the context

• The pupils match the pictures and the words on the board. • Then there will be a few drills both choral and individual.

Clarification (2-3 minutes) • To make sure they have fully understood the new vocabulary

• I will ask a number of CCQs such as ' do you like this one?' referring to the facial expressions.

Gist listening (2-2 minutes) • To scaffold the reading the task

• The pupils listen and determine the number of people.

Detail reading (5-6 minutes) • To provide the students practice of detailed reading

• Th pupils read the text and colour in the hair and eyes of the right person. • I urge them to see each other's work and help on another. • I will write the answers on the board.

Story telling (5-7 minutes) • To give the learners the chance to be further exposed to the TL as well as give them the chance to use it.

• The pupils listen to a story by the teacher. • I read every sentence quite slowly to create suspense and may ask some questions while reading. • I will urge the learners to share their ideas with me.