Ali Buğraoğlu Ali Buğraoğlu

Chelsea Girls ,Past simple tense
English Life, Elementary level

Description

In this lesson, SS will understand deeply the form meaning and pronunciations about the past simple tense through a guided discovery based on a reading text about 'the taxi journey'.The lesson will starts talking about the players of Chelsea club as a warm-up.This is followed by underlining the past simple tense in the reading text and then the target language will be clarified through a marker sentence MFP stages. Finally, there will be some semi-controlled practice about the form of the TL and freer oral practice of TL.

Materials

Abc Talk about the things they did yesterday based on English File SB page 55
Abc reading text
Abc answer key
Abc PPT
Abc Gap-fill handout

Main Aims

  • To provide clarification of the past simple tense in the context of a story .At the end of the lesson, students should be able to form and use past simple tense,more familiar with the formation and word order in negative sentences and questions.Lastly but more importantly SS will understand the rules of the pronunciations of the '-ed' ending verbs.

Subsidiary Aims

  • To provide to practice the pronunciation of the “-ed” ending in the past simple .To provide Ss with controlled and semi-controlled practice in gap-fill activities and freer practice in speaking in the context of reporting about past events using the past simple.

Procedure

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

I'll show them pictures of Footballers from the Chelsea FC and with the person next to each other ask questions about the players. And then I'm going to ask questions about the text that they read.

Exposure and highlighting the TL (5-7 minutes) • To provide context for the target language through a text

I'll give them the handout of the text only to scan and highlight ten or more past simple regular verbs, one past simple negative sentence and one past simple question.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I'll be using the marker sentence from the text.'They wanted to go to the match.' to clarify the MFP. Elicit the meaning of the tense from SS by using CCQs: 'I the action happening now?- NO Do I speak about past action? – YES Do they want to go to the match now? – NO Are they watching the match ?--NO I will draw a time line on the WB. Highlighting the form: They wanted to go to the match. They didn’t want to go to the match. Did they want to go to the match? [+] Subject +V-past [- ] Subject +didn’t(auxiliary)+V [?] Did(Auxiliary)+ Subject+V They wanted to go to the match. They didn’t want to go to the match. Did they want to go to the match? [+] Subject +V-past [- ] Subject +didn’t(auxiliary)+V [?] Did(Auxiliary)+ Subject+V Pronunciation -Use different colors to mark intonation, phonemes and word stress on the board -Drill (back-chaining) chorally and individually -Finger technique (for stressed words)

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

I'll have the SS do exercise b from SB 7B with their peers to check their understanding of the tense. During the FB session, I'll ask some SS who have correct answers, those whom I noticed while I'm monitoring the SS, to help their other classmates and show them the answer key on the board.

Semi-Controlled Practice (8-10 minutes) • To clarify the pronunciations of the '-ed' ending past form of the verbs through a game and prepare students for free practice

I'll have the SS play a game.This is a game designed for students to identify and practice the pronunciation of ‘-ed’ in the past simple forms of regular verbs. It comes with three sets of cards at three levels of difficulty, so my SS play with elementary level form.The first version of the game is very simple and intended to introduce students to the three ways to pronounce ‘-ed’ (this stage is necessary at lower levels). I write wanted, played and watched on the board and I elicit their pronunciation from the class. I then write the three options phonemically: /Id/ /d/ /t/ and ask students to match the three words to the three sounds. I repeat the words and the sounds myself and also encourage students to repeat them. Once we’ve identified them correctly as a class we move onto part one of the game. The students are split into groups of three or 4 (depends on the number of SS, the game cards must be printed in different colors for each group) and given a set of cards. They take turns to draw a card, say it out loud and decide how the word is pronounced and place it on the chair(I'll prepare 3 chairs in front of the board labeled /Id/, /d/, /t/) they think is correct. Students work cooperatively and discuss don't let them check the back of the card. After the activity, all of the cards are double sided and have the correct answer on the other side. Students work through the cards, checking as they go. Monitor and check for difficulties with pronunciation and ensure that students are taking turns and listening to each other. If time allows I'll have the SS do the listening about the Pronunciation listening in the SB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I'm going to give the SS guidance to prepare this part through exercise d English File Sb page 55. and then the SS will talk to each other within the W/C to look for " Find a person who........".During this activity, I'll take notes of errors with TL . During the FB I'll elicit from the SS or make a W/C FB.

Web site designed by: Nikue