Özlem Yılmaz Özlem Yılmaz

TP8
A2-B1 level

Description

In this lesson, the students learn about the difference between 'past simple' and 'present perfect' through guided discovery based on a reading text about the lives of the the famous reggae singer Bob Marley and his son Ziggy Marley. The lesson starts with a whole class discussion about favourite kinds of music and favourite singers. This is followed by a prediction task where the students are asked to find the world-famous singer, who is from Jamaica. And after the discussion of the title, the students read the text for gist. This is followed by scan reading where students read and find which five facts are about Bob Marley and which five are about Ziggy Marley. Then, the target language is highlighted and clarified. After that, there is a controlled activity where students are asked to differentiate between 'past simple' and 'present perfect'. Finally, there is a free activity where students work in groups, write questions they would like to ask Bob or Ziggy Marley and then, the groups interview each other.

Materials

Abc Coursebook

Main Aims

  • To provide clarification and practice of 'past simple' and 'present perfect' in the context of the lives of the famous reggae singer Bob Marley and his son Ziggy Marley

Subsidiary Aims

  • To provide accuracy speaking practice in an interview in the context of the lives of the famous reggae singer Bob Marley and his son Ziggy Marley
  • To provide writing practice of interview questions in the context of the lives of the famous reggae singer Bob Marley and his son Ziggy Marley
  • To provide gist and scan reading practice using a text about biographies in the context of the lives of the famous reggae singer Bob Marley and his son Ziggy Marley

Procedure

Lead-in/ Building context (4-6 minutes) • To set lesson context and engage students

-T starts the WC discussion. Is: "What are your favourite types of music? Who are your favourite singers?" -T elicits the answers from the WC. -T shows the map of Jamaica. Is: "Which world-famous singer comes from Jamaica? Can you guess? Listen to the song and tell me who he is." -T elicits the answers. -T shows the PPT. Is: "Look at the photos of Bob Marley and Ziggy Marley and read the introduction. Have you heard their music? Do you like it?" -T elicits the answers from the WC. Is: "What does the title 'Like father like son' mean?" -T elicits the answers from the WC. WCFB

Exposure/ Reading tasks (8-10 minutes) • To provide students with gist and specific information reading tasks, and to contextualise and introduce the target language

-T sets the gist task. Is: "Read the text quickly and find if the text is about their love stories, their life stories or their music lives. You have two minutes." -Check in pairs. -T elicits the answers from the WC. -WCFB -T sets the specific information task. Is: "Read the text again and decide which five facts are about Bob Marley and which five are about Ziggy Marley. Write BM or ZM in the boxes. You have 4 minutes." ICQs: "What do you do? How much time?" -Check in pairs. -T elicits the answers and writes them on the WB. -WCFB

Highlighting (3-5 minutes) • To draw students' attention to the target language

-T asks Ss the first awareness-raising question for the target grammar. Is: "Part A. 1st question. Discuss with your partner. Look at the five facts about Bob Marley. What tense are all the verbs? Why?" -T elicits the answers and writes then on the WB. WCFB -T asks Ss the second awareness-raising question for the target grammar. Is: "Part A. 2nd question. Discuss with your partner. Look at the five facts about Ziggy Marley. What three tenses are there? Why?" -T elicits the answers and writes them on the WB. WCFB

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

-T does language analysis. Is: "Part B. Look at the two sentences below and answer the questions under each sentence.3 minutes." -Check in pairs. WCFB Is: "Part C. Look at the timelines below and decide which is for ‘past simple’ and which is for ‘present perfect’. 1 minute." -Check in pairs. WCFB Is: "Look at the sentences below and write the structure (form) of the sentences. 2 minutes." -Check in pairs. WCFB -Finally, T works on the phonology with the WC. WCFB

Controlled Practice (8-10 minutes) • To provide controlled written practice focused on using the target language accurately and to prepare students for the freer activity

-T sets the first controlled activity. Is: "Work individually. Circle the correct form of the verbs. 3 minutes." ICQs: "What do you do? (Circle the correct form.) How much time? (3 minutes.)" -Check in pairs. -Ss write the answers on the WB. WCFB -T sets the second controlled activity. Is: "Work individually. Complete the sentences with the 'past simple' or 'present perfect'. 3 minutes." ICQs: "What do you do? (Complete with the 'past simple' or 'present perfect'.) How much time? (3 minutes.)" -Check in pairs. -Ss write the answers on the WB. WCFB

Freer Practice (8-10 minutes) • To provide students with freer oral/ written practice and use the target language productively

-T arrages the Ss into small groups and sets the freer activity. Is: "Work in groups. Write 3 questions you would like to ask Bob Marley or Ziggy Marley. 4 minutes." ICQs: "What do you write? (3 questions.) Who are you going to ask the questions to? (To Bob Marley or Ziggy Marley.)" -T monitors. She provides support and error correction if necessary. GFB -T sets the interview task. Is: "Now, Group A, think that you are Bob and Ziggy Marley. Answer the questions of Group B." -Each S in each group asks one question and each S in each group answers one question. -T does the same with the other groups, too. -Ss choose the best Bob and Ziggy Marley. -T praises all the Ss for their work.

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