mohammad hassan ahmadi mohammad hassan ahmadi

21 september,TP4A.Grammar and Vocabulary
A1 level


In this lesson Ss get some vocabulary input about words that go together,collocations with like,have,live,work,study followed by some exercises to have limited practice.They also learn a new grammar Present Simple with I,you,we,they in positive and negative statements.Pronunciation is also dealt with in today's lesson.They have a short reading passage to read and to practcie speaking automising their knowledge of collocations .


Abc H/O ,worksheets

Main Aims

  • To present language :simple present positive and negative statements and to present collocations with like,have,live,work,study.

Subsidiary Aims

  • To provide a chance to practcie reading sub-skills or top-down skills (scanning and skimming) plus a chance to practice speaking using the language presented in real life situations.


Stage 1(lead-in) (10-15 minutes) • To provide the Ss with TL in a fluency-centered approach; thas is, vocabulary and collocations and to elicit vocabulary

T shows some pics and a box of words on the board.(Creating Context for the TL) T gives instructions to the Ss and asks ICQs. T gives the H/O and sets a time limit (2mins) . T runs the activity and monitors. Ss then check with partners. A student plays the role of a teacher pointing at the pics one by one and asks for answers and writes them beneath the pics. T marks the stress and models. Ss do drilling repeating chorally and individually.(Pronunciation Practice) T puts some verbs on the board and asks Ss to find two matches for each verb. T check with ICQs.If needed modeling is done. Ss work in pairs . T regroups Ss to check with others.(Regrouping) T wants volunteers to write the answers on the board and have W/C check. T wants the Ss to add another word to each verb. T wants everyone to say a verb and another student to say a word that goes with it. T models with one strong student.(more exposure to the TL)

Stage 2(Test) (8-10 minutes) • To test the Ss' prior knowledge of the TL to be presented and presentation

T shows a table on the board with some actions written in . T wants to the Ss to put a tick or a cross under the actions . T gives instructions and checks with ICQs. T wants a strong student to do it as modeling . Ss come to the board and do as wanted. Ss tell the class making complete sentences using the positive and negative sentences . T wants a volunteer to go first.

Stage 3(Teach) (8-10 minutes) • To provide the Ss with more authentic exposure to TL

T runs another task (form in context). T gives instructions asks ICQs. T gives Ss a passage and asks Ss to find the answers.(skimming practcie). Ss work in two and check (peer check) T write the + and - forms on the board and highlights the form. T highlights the pronunciation for the negative form. Ss repeat after the teacher. T gives a word exercise and asks the Ss to put them in the correct order.(mechanical drill) T regroups Ss . Ss read the answers .(W/C check) T shows the answer and Ss practice the short form (pronunciation practice)

Stage 4(Test) (8-10 minutes) • To test TL use in a more real-life communicative way

T asks everyone to tell their partner about their personal life /routines. T sets a time limit and monitors the TL use. T wants Ss to tell others whole class about their life and routines.

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