Sibel Kederli Sibel Kederli

TP8 - Special Days
A1 level

Description

In this lesson students study phrases for special days. The lesson starts with the pictures showing different special days. Students then watch a video and match phrases for speacial days with events. This is followed by checking the meaning of the phrases and practising saying them. After this, students practices phrases by playing a card game in which matching pairs must be selected from memory from cards laid face down. Finally, Students write their own dialogues by changing the words/names on the cards and practice these conversations.

Materials

No materials added to this plan yet.

Main Aims

  • To provide review, clarification and practice of language used for special days.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of special days.

Procedure

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

T shows pictures of different speacial days (A New Year's Eve party,A Christmas party, A birthday celebration, A wedding). Ss work in pairs and talk about what special days they can see and what things they do on these special days.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through a video

Ss watch a video on different special days and phrases used for these special days. T asks Ss read the questions about the video. Ss then watch the video and answer the questions Ss first check their answers in pairs then as a class.

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

T asks Ss to read through the phrases before they watch again. After watching, Ss check in pairs and then check as a class. T checks understanding of some of these phrases: 1-Many happy returns! Can you tell me another phrase for Many happy returns? (Happy Birthday!) 2-Safe journey! Do we say Safe journey! before someone goes somewhere or when he/she arrives?(Before someone goes somewhere) 3-Cheers! Do we say Cheers! before we drink something or eat something? (Drink) What kind of a drink is it?(Alcoholic) T then checks the pronunciation and intonation of the phrases.

Practice (15-20 minutes) • To provide an opportunity to practice target language

Ss practices phrases by playing a card game in which matching pairs must be selected from memory from cards laid face down. T writes one of the dialogues on the board. Ss practice the dialogue by looking at the board. T then starts erasing some words from the dialogue while students practicing. Ss practices the dialogue from memory. Ss then write their own dialogues by changing the words/names on the cards and practice these conversations.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T monitors Ss when they are working on cards and takes notes of the mistakes they have. T shares the notes at the end of the stage and makes Ss correct their mistakes

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