TP #8 Serli Musosoglu CELTA ITI
Pre-Intermediate level

Description

In this lesson ss will be taught Grammar. Meaning and form of Used to will be clarified and ss will have the chance to practice the TL through controlled and feerer activities. The TL will be introduces through Text Based Presentation.

Materials

Abc Find some who hand out
Abc clarification handout

Main Aims

  • To provide clarification of "used to" in the context of childhood memories

Subsidiary Aims

  • To provide practice of used to in the context of childhood memories

Procedure

Warmer/Lead-in (4 minutes) • To set lesson context and engage students

We start the lesson with a video- Hey Jimmy Kimmel, I told my kids I ate all their Halloween Candy! Making a childhood memory, family. Related with the context. Before playing the video, the T highlights the Eid tradition, givin Candies to each other after Ramadan in Bayram. And asks ss to watch the video: "Think if they will be happy or sad memories and why?" The T plays the video. Stop in min. 2. Some might like it some may not. Some may find the children spoiled, other might talk. Feedback and then start of the lesson. https://www.youtube.com/watch?v=1NDkVx9AzSY

Highlighting (3 minutes) • To draw students' attention to the target language

After the lead-in the T continues; You read a text about childhood fear last lesson. I want you to look at the text and underline "used to" and read those sentences. Ss read for one minute. Check together in pairs quickly.

Clarification (10 minutes) • To clarify the meaning, form and pronunciation of the target language

The T then highlight the modal sentences; "When I was little, I believed the moon followed me." "When I was little, I used to play with other children." And then shows the H/Os and instructs: I want you to look at these two sentences and answer the questions below. I want you to work in groups. (H/Os folded into two for checking the form section.) ICQs- Do you answer the questions accoridng to these sentences? Yes Do you work alone? No. Ss work on the clarification of the meaning. AK provided to the ss to check further. The T then asks them to unfold the H/O. SS work on the form togerther in group. I want you to look at the form and fill in the blanks. You can work in groups. ICQs- What will you do? Fill in the blanks. Do you work alone? No. Ss woprk together. AK on the back of the H/O. Then chore drilling with the pronunciaiton of used to (elision) and stress.

Controlled Practice (8 minutes) • To concept check and prepare students for more meaningful practice

The T then instructs the ss to practice activity 1. Chosse the correct verb from the box and fill in the blanks with used to or didn't use to. You work alone. ICQs- Do you work in pairs? No. Ss do the exercise on their own. Then Peer check and then provided w answer key. Depending on time management, ss might be given another controlled practice in here. They need to put the words in order in order to make questions and then ask and answer these questions.

Semi-Controlled Practice (10 minutes) • To concept check further and prepare students for free practice

Find two people who activity. Ss are shown the H/O and instructed. Each table is given a color. SS cannot ask the questions to ss with same color. They cannot ask all questions to the same two person. They need to ask each question to someone else. The T demos. ICQs- Can you ask the questions to someone with the same color? No. Can you ask the questions to the same people? No. Do you need to ask each question to new people? Yes. How many different people do you need to find for each question? Two Ss stand up, mingle and find two people who...

Free Practice (10 minutes) • To provide students with free practice of the target language

Ss tell about their childhood love. They need to find the funniest childhood love story. The T demos. When I was a child, there was this boy named Baret. he was blond and really cute. I used to like him a lot in kindergarten. We used to play at the backyard at school most of the time... The T regroups them by giving numbers. Ss tell their stories. The T monitor and takes notes for delayed correction. Each group tells the funniest love story and then delayed correction.

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