aya_entessar aya_entessar

TP 5
Elementary - A2 level

Description

In this lesson, students will be studying modal verbs (can\can't). The context will have already been set from the previous reading lesson, so the teacher starts with a listening task to familiarize the students more with the grammar. later the teacher moves on to a more controlled grammar practice and as a freer activity the teacher sets a speaking a task for the students.

Materials

Abc Pictures
Abc Cut ups
Abc Dialogue script
Abc Gap - fill exercise

Main Aims

  • To provide clarification and practice of Modal verbs (can\can't) in the context of High Speed Trains

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of High Speed Trains

Procedure

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

Teacher will hand some pictures on the board and hand the students some papers with sentence that relate to the pictures on the board (It can fly high) (She can cook well) (It can travel fast) etc. Teacher will then divide the students into 4 groups and ask them to stick the right lines to their pictures.

Exposure (5-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The students will have 2 pictures in front of them and listen to 2 dialogues and match them. then they do a peer check using the answer keys. After that the students take turns in practicing the dialogues together.

Language Clarification (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher projects the lines ( It can travel very fast\It can't travel very fast) on the board, elicit the meaning from the students through yes and no questions, and then highlights the form on the board. (positive, negative and question). The teacher will then drill the pronunciation of every sentence.

Controlled Practice (5-8 minutes) • To provide the opportunity for the students to practice the target language more.

the students are handed a list of sentences in their hands with the words (can\can't) missing. and based on personal information they will fill the gaps.

Freer Practice (10-12 minutes) • To provide the opportunity for the students to practice the target language in a more personalized way

The teacher hands the students a list of activities with (can\can't) written next to it. The students are going to walk around and ask each other about those activities (Can you cook fish?) (Yes I can), while writing down what they've learned about each other. A WCFB is down after that

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Teacher will be walking around the class listening in for mistakes. After the activity is done there is a group feedback where the students will nominate each other to answer what they've learned about their friends in the freer activity.

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