midle formacion midle formacion

SM2 MJ 16:15
Super Minds 2 level

Description

In this lesson, the students will be introduced to WHOSE as a determiner in SPEAKING, LISTENING and READING.

Materials

Abc SPEAKING
Abc students'items
Abc grammar presentation
Abc LISTENING AND READING

Main Aims

  • To provide practice of determiner WHOSE in the context of things in the bedroom

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation
  • To more independent learning through pair-work

Procedure

Warmer/Lead-in (7-15 minutes) • To set lesson context and engage students

Each student is asked whether he/she is ready for the lesson. he/she gains a point if they are ready. This warm-up is also an opportunity to practise previously seen structures or to prepare them for future structures. Slight changes in the warm-up routine are introduced progressively so as not to disturb the students' sense of safety, therefore we are always transitioning 1. Newly introduced routine: Teacher: Have you got your books? student: Yes, I have. Teacher: Have you got a pink pen? Student: No, I haven't. Teacher: Would you like a point? (UNIT 4) Student: yes, please. Teacher: Jane, Has John got a point? Jane: yes, he has/no he hasn't (UNIT 3) Teacher: Lucy, how many points has he got? Lucy: 3 points (next iteration: he has got 3 points) 2. Well known routine which proved very useful to keep on practising positions/items in the classroom/demonstrative adjectives(soon to be changed) Teacher: would you like to play with Dewey the Duck? Students: yes! but where is Dewey? Teacher: I don't know but we have two minutes to look for him!(set alarm) Student: Is he on the board? behind the books? is he behind this/that chair?(UNIT 3 positions + UNIT 5 demonstrative adjectives) 3. Well known routine (soon to disappear) The students have to count from 1 to (what they choose)while passing the duck to each other and designate the next person to speak. (Now that students know their numbers, they need to practise saying them in an unexpected order.)

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

Teacher takes students'pens, pencil or rubber etc.. and hide them under a scarf telling the students that one of them is going to disappear. WHOSE pen is this? (pointing at the hidden item under the scarf) It's Alba's. WHOSE pens are these? They're Daniela's. Repeat until students repeat after the teacher.

Clarification (1-2 minutes) • To clarify the meaning, form and pronunciation of the target language

Show the colour coded question form on the board and check understanding.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

Show exercise 3 page 61 on the board and elicit whose bedroom it is and whose items they are. A: Whose hat is this? B: it's Mary's. A: Correct! Items(items with a * are not from this unit or level): -hat* -socks* -chair -clock -mat -bed -plane* -shoes* -wardrobe The teacher sets up the pair work, instructing who is A and who is B.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students open their book page 61 and look at activity 3. Student A points to an item in the book and ask: A: Whose item is this/are they? Student B answers the question using the following structure: B. it's Mary's. A: Correct. After three items they switch.

conclusion (5-10 minutes) • end the lesson on a positive atmosphere

Students are given a stamp if they have five points: the rewarded student is given the choice of stamps and the others enjoy watching which one they pick if a homework was corrected, it's given back during this time.

Extra • backup activities

- If the group is too unsettled for the magic trick introduction: page 61 exercise 1 (introduction through a listening exercise) -Fillers: online games application if you finish earlier, board race on vocabulary, hangman

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