Esin Karabulut Ozturk Esin Karabulut Ozturk

Esin-04 October 2017-Having fun out (New Year)?
Beginner level

Description

In this lesson, the students will discuss the topic of having fun out (New Year). The focus will be the clarification of grammar -past simple: was/were. After being familiar with the language, students will also practice speaking tasks in the same context.

Materials

Abc Task 4B, Eales, F. with Oakes, S. Speakout Starter SsBk, Pearson
Abc Task 4A, Eales, F. with Oakes, S. Speakout Starter SsBk, Pearson
Abc Task 2B, Eales, F. with Oakes, S. Speakout Starter SsBk, Pearson
Abc Task 2A, Eales, F. with Oakes, S. Speakout Starter SsBk, Pearson

Main Aims

  • • To provide clarification and practice of grammar (past simple: was/were) in the context of having fun out (New Year)

Subsidiary Aims

  • • To provide speaking practice for the context of having fun out (New Year)

Procedure

Lead-in (4-5 minutes) • To generate interest in the context of having fun out (New Year)

Write the date 31/12 on the WB : 'What time of year is it?' Show pictures of New Year and ask students: 'What do you usually do at New Year?'' 'I usually have dinner with my family and friends at home.' Model it with one student from the class: 'What do you usually do at New Year?' Write the sentence on the board. Talk about your New Year with your partner for 1-2 minutes.

Highlighting target language (5-6 minutes) • To highlight the target language so that learners are focused on it

Task 2A: 'I have a task. There are four sentences. And circle the correct answers' 'Before that let's talk about some dates. Look here.' Write two dates on the WB and draw a timeline in order to elicit the words 'present' and 'past'. 'Now look at this paper. Four sentences. Circle the verb for the past.Work with your partner. One minute.' Together or alone?Circle the verb for the past? WCF

Clarifying target language (8-10 minutes) • To clarify MFP so learners use TL effectively

1) Task 2B: 'Another task. Fill in the gaps. Work with your partner for two minutes.' 'Together or alone? Fill in the gaps? If finished early regroup pairs and check answers. Make sure timeline remains on the WB Draw the table from the task while students are working. Whole class feedback by making six students to fill the gap for each sentence on the WB. 2) Remind Ss 'present' and 'past' from the timeline First elicit 'is, are' , then 'was, were' from the Ss 3) Clarification of meaning: Elicit from students : Use 'was/were' for positive sentences. Elicit from students : Use 'wasn't/weren't' for negative sentences 4) Clarification of form Elicit from students: Use 'was' for singular subjects (I/He/She/It) Elicit from students: Use 'were' for plural subjects (You/We/They) Watch out !!!'you' can be singular!!! 5)Clarification of pronunciation. Highlight the pronunciation of 'was' /wəz/; 'were' /wə/; 'wasn't' /ˈwɒz.ənt/; 'weren't' /wɜːnt/ Drill the above words. Drill the sentences on the WB and focus on the linking.

Practice (8-10 minutes) • To provide controlled oral and written practice focused on using the target language accurately

Preteach 'public holiday'; write 29 October/23 April/20 August on the WB. We don't work on these days. 2) Task 4A: 'Another task about New Year. Four sentences. Underline the correct words.Work with your partner.' 'Together or alone? Underline the correct words?' WCF 3) Task 4B: One more task. Four sentences. Fill in the gaps with was, were, wasn't, weren't. Work with your partner.' 'Together or alone? Fill in the gaps?' Regroup the pairs: 'Check your answers with your partner'. WCF : Make 2 students write 2 sentences and highlight linking and drill. I was alone. We were at a party.

Production (5-8 minutes) • To provide freer oral practice and focused on using the target language more fluently

'Discuss with your partner the following questions: Where were you at New Year 2010? Were you alone?' Write the questions on the WB and model it with a student: ' I was in Istanbul. No, I wasn't. I was at a dinner with my family.' 'Together or alone? Ask the questions?' Two minutes. Regroup pairs by counting 1&2. All students come to the WB and rehearse and have fun:)

Feedback and error correction (4-6 minutes) • To give feedback and error correction on the target language

Give feedback on freer oral practice Focus on errors that's collected during freer practice

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