live, work and study
A1 level

Description

In this lesson I'm going to introduce and practice some phrases with verbs live, like,work ,study and have in addition to practicing reading and writing.

Materials

Abc choose the correct answer/choose the correct answer key
Abc Cards of the nouns
Abc matching exercise

Main Aims

  • • To provide clarification of phrases in the context of live, work and study

Subsidiary Aims

  • • To provide a reading practice using a text about someone's life in the context of live ,work and study

Procedure

Lead in (3 minutes) • To introduce the students to the context of live, work and study

Teacher starts the lesson by addressing the whole class and posing some questions in order to arouse their interest in the context such as : " where do you live ? what is your job? where do you work? what are you studying now? "

To present the target language (12 minutes) • To extract the target language through guided discovery

In order to put students in groups, T nominates each student a verb such as "work , live , have , like,..." . T asks them to stand up and find their teammates with the same verb .T shows the handout to the class and explains that there are some verbs and some nouns which needed to be matched. T sets time limit (4 minutes). The handouts are distributed among sts of groups 3 . sts do the task and T monitors .T gives feedback by nominating students to answer the questions and T writes the phrases on the left side of the board in order to elicit the form and stressed syllables . T drills the phrases . ICQ : will you do it alone ? yes will you match the verbs with nouns? yes CCQ: Where do people usually live in big cities? (Flats) Is it the synonym of apartment? (Yes) Do people work there? ( Yes) Do they just produce the goods? (No) Can you give some examples of big companies? ( Apple, Samsung,…) Does a teacher work in an office? (No) Are there desks in an office? (Yes) When you are in English class, Do you watch movies? ( No) Do you study? (Yes) Do you study for fun?(No) Do you study a newspaper?(No)

Practice (3 minutes) • To practice the target language which was presented in the first stage

Sts are asked to work in pairs and test each other on the phrases presented in this lesson by playing a game in which they are provided with some cards and then they have to take a card and guess the verb correctly. If students can guess correctly, they can keep the card, otherwise they should put it back. The winner is the one with more cards. Note: T demonstrates the instructions. ICQ: will you and your partner take cards at the same time ? No will you keep your cards ? yes Feedback: T asks who the winner is.

production (8 minutes) • To produce the target language

Students are given 2 minutes to write down 3 sentences about themselves using the phrases . It will be pointed out by the teacher that there must be one false sentence.T demonstrates the activity by writing 3 sentences about herself on the board: 1. I live in Tehran. (True) 2. I have 3 children. (False) 3. I like rock music. (True) If the number of Students is odd, they are asked to stand up , mingle and share their sentences with other partners so they can guess whether the sentences are true or false. If the number of students is even,T asks them to take one card ( there are 2 colors) .Students are asked the to stand in 2 lines according their card's color facing each other . Then Sts share their sentences with the student facing them and their partner should decide if the sentences are true or false. when Teacher claps, the last student on the line should go to the front and each students move so that they will have a new partner to talk to . Note: the activity should be demonstrated by the teacher. The instructions are broken down . FB: T monitors and writes down the mistakes for delayed correction. ICQ: will we write sentences? yes How many sentences will we write?3 will we read our sentences for friends? yes will we decide if they are true or false? yes

Reading for the gist (2 minutes) • To give sts the chance to get the main idea of the reading

T shows them the handout and attract sts attention to the photo and introduces her as her friend , Carmen . The reading handout is distributed .T asks sts to read it quickly and tell who Cesar, Marissa and Teresa are? Answers are checked in pairs . FB: The answers will be written on the board. Note : time will be set by the teacher. ICQ: will we read it quickly ? yes will we answer the question ? yes

while-reading (5 minutes)

Teacher draws Sts` attention to the top of the handout which is folded. Now, they are asked to unfold it, read the questions and read the text one more time and choose the correct answers. As feedback, the answers are at the back of the handouts so that sts could check their answers.

writing (12 minutes) • To produce the target language

T asks students to take a blank piece of paper and use the text in the reading as a model and write about themselves expect from the name . T sets time limit ( 4 minutes ) .T asks sts to stick their paragraphs on the wall and then stand up , go around the class with a partner and guess the writer's name and correct the mistakes. T monitors the class at the same time and take some notes of their mistakes. Delayed correction is provided by the teacher.

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