Roya Nafe Roya Nafe

Childhood hopes
Pre-Intermediate level

Description

In this lesson SS practice grammar and speaking skill. The lesson starts with a story of childhood about T as warm-up. Following the writing sentences on WB, T elaborates the grammar points (hope,plan, want, would like, looking forward, to be going to). Then, a small speaking practice (depending on time) regarding the grammar will be practiced (SS write 3 sentences about their childhood future plans and then they tell to their partner about them). Next, SS read a text and they should find the correct answer(appropriate verb).After that, there's a speaking practice which is a full class mingle(find someone who). If time was not up, a game at the end will be played.

Materials

Abc Global Pre-Intermediate
Abc WB

Main Aims

  • To provide clarification and practice of "hope to, want to, plan to would like to, be looking forward to,to be going go".

Subsidiary Aims

  • To provide fluency and accuracy with regard to use of grammar.

Procedure

Lead-in (3-4 minutes) • To set the context of childhood hopes

T tells a story about her childhood by showing a few pictures on the board to elicit her hopes from SS. T writes the sentences on the WB.

Guided discovery for verbs (8-9 minutes) • To introduce verbs " want, hope, plan, would like, to be going to and looking forward to".

T highlights the specific verbs in each sentence(6 sentences) and explains the rule. T also draws the time line to show all are about something in the future. At first, T clarifies the meaning by saying we use these verbs about future plans or hopes. T says "looking forward to and look forward to" are the same, however "look forward to" is a bit more formal. Then T elicits the form plan/want/hope/would like + infinitive to be + looking forward to+gerund (-ing) look forward+ (-ing) T then shows the contraction form of I would like (I'd like) and also how we pronounce "going to" / gəʊɪŋtə/.

Grammar check (3-4 minutes) • To check SS understanding

T ask CCQ to check SS understanding. Is it about past, present or future? Future (I’ll draw time-line) Are they about something in the future? Yes Are they about future plans? Yes Am I sure about them? No Are they hopes that are not definite? Yes After "hope, plan, want and would like" do we use infinitive? Yes "Looking forward to" Is it about something in the future? Yes Do I have a job in Istanbul now? No Do I want to find a job in Istanbul? Yes Am I sure about finding a job? Yes Am I excited about finding a job in Istanbul? Yes Can I look forward to negative things? No What other things do people look forward to? A party, a holiday, a wedding. Difference between looking forward to/look forward to Do they have the same meaning? Yes Is “look forward to” more formal? Yes Do we use gerund ”ing” after both? Yes To be going to Am I a teacher now? yes Am I a professional teacher now? No Is it about something in the future? Yes Do I want to be a professional teacher? Yes Am I coming here (planning to) to become a professional teacher? Yes Have I made a plan for it? Yes

Grammar through speaking (4-5 minutes) • use the new grammar

First SS individually write down 3 sentences about their hopes when they were child (SS should imagine they are children) using the taught verbs and then tell the sentences to their pair. later,T ask 2 or 3 SS to talk about their own or their friend's hopes.

Grammar exercises 1 (2-3 minutes) • to check the rules.

T explains what the text is about and then gives the hand-out and SS individually should complete the text with correct form of verb. Then T wants SS to check their answers with their group. For feedback, T writes the answers on WB.

Speaking (9-10 minutes) • fleuncy

T gives each S a hand-out which has is a table with 4 sentences. 1) A place you hope to visit one day. 2) A famous person you’d like to meet one day. (Artist, athlete, politician,... ) 3) A person you’re going to see today or tomorrow. 4) A plan you’re looking forward to doing this weekend. SS at first should write their own answers, then in a full class mingle they should speak to different people and write their names and answers on the paper. T give a demo first. Finally, T give them 1 minute and ask SS if they found any similar answers.

grammar game (5-6 minutes) • to provide more practice

T sticks some piece of papers (verbs) on WB. Then she divides SS into 2 groups, SS come to the WB and they stand in front of the WB in 2 rows standing behind each other. T has a hand-out which has 12 sentences, each has a gap. T reads each sentence loudly and the first people standing in row in each group should grab the answer as soon as they find it on WB. The group with more papers is the winner. For feedback T gives the hand-out after they finish the game. (this game will be done if there was enough time.

extra activity (3-4 minutes) • To practice taught grammar

T gives each group of 4 or 5 a piece of paper which is a picture of a Turkish famous person. SS should write 2 sentences about them and use "I'd like" and " looking forward to". T writes the name of people on the board and while each group read his/her sentences, T writes the sentence under his/name.

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