TP2
Pre-Int level

Description

In this lesson, students have a chance to clarify and practice the simple past through a guided discovery lesson using the context of holidays. The lesson starts with a short discussion about the reading completed in the previous lesson. This is followed by a listening exercise that will highlight the TL through a listening for gist and detailed listening task. Next, students will be able to clarify the MFP of the TL through a guided discovery worksheet. Finally, the students will practice the TL first through a controlled gap fill exercise and then they’ll have a chance for semi-controlled and freer practice via an interview activity where students must first complete the questions and then interview each other.

Materials

Abc Answer Key
Abc Speaking Questions
Abc Gap Fill
Abc Handout Simple Past
Abc Holiday Photos
Abc Sentence Cutouts
Abc Adapted Detailed Listening Questions
Abc Listening Audio 3C
Abc Listening Audio 3A
Abc Pictures of Joe/Mia and Laura/Isabelle/Linda
Abc Whiteboard
Abc Sticky Tack
Abc Speakers
Abc Projector

Main Aims

  • To provide Ss with clarification, review and practice of simple past in the context of holidays

Subsidiary Aims

  • Listening for gist and detail; Speaking about past holidays using the simple past
  • Listening and Speaking

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

*T projects pictures of Joe and Mia and Laura, Isabelle, and Linda. *T points to the people and asks, "Who are they?" Sts respond with names. T points to each picture and asks, "Where were they?" *T asks, "Did Joe have a nice time on holiday? Why not?" Sts respond. T asks, "Did Laura have a nice time on holiday? Why not?" Sts respond.

Exposure (3-5 minutes) • To provide context for the target language through a listening exercise

*T says, "We're going to listen to Mia's opinion of her holiday with Joe. Does Mia agree with Joe about their holiday?"
 *T plays recording and lets sts check their answers in pairs before eliciting answer from whole class. 
 *T says, "Now listen to Linda, does she agree with Laura about their holiday? Why/why not?" 
 *T plays recording and lets sts check in pairs before eliciting answer from whole class.

Highlighting (5-5 minutes) • To draw students' attention to the target language

*T says, "We're going to listen to Linda again." *T points to handout, "As you listen, write the answers to the questions here." *After recording is finished T says, "Now, check your answers with the people at your table." *After sts check, T projects answers to p 13 detailed listening (exercise 3b) *T says, "Compare the answers at your table with the answers on the WB."

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

*T points to sentence cut outs and says, read the sentences with the people at your table. You have one minute." After one minute, T says, "With the people at your table, walk around and match the sentences with the pictures around room. You have 2 minutes." *T projects pictures with sentences next to them, "Check your answers." *T points to the handout and says, "Answer the questions about the simple past. You have 1 minute." T checks CCQs (on handout) with w/c. *T writes, "Subject+_________+object." on WB and elicits the correct form. T says, "fill in the gap with the correct form of the verb by yourself. You have 2 minutes. Don't use your phones." T asks early finishers to write their answers on WB. *T points to the handout and says, "Let's practice pronunciation." T elicits the three different forms of pronunciation- "booked/argued/rented. "Say the words in the box with the people at your table and decide where they belong in the chart. You have 2 minutes." *T monitors and provides assistance as necessary. *T projects answers and says, "Check your answers with the people at your table." *T drill for pronunciation if necessary.

Controlled Practice (6-8 minutes) • To check the meaning and form of the target language

*T says, "Change partners, find someone you haven't talked to today and sit with them." *After sts find new partners, T points to handout and says, "Write the correct form of the verb on the blank line. You have 4 minutes." *T says, "Look under your table, and find the answer key. Check your answers with the other pairs at your table." *T monitors and provides assistance as necessary.

Semi-Controlled and Freer Practice (12-12 minutes) • To further consolidate the target language and allow for some speaking practice

*T writes "Where/go?" on the whiteboard and elicits answer, "Where did you go (on your last holiday)?". T writes "When/go?" on WB and elicits answer, "When did you go (on your last holiday)?" *T points to handout and says, "Work with the people at your table to write out the full question. You have 3 minutes." *T monitors, provides assistance as necessary, and takes notes for delayed FB session. *T displays correct answers on WB, "Check your answers with the people at your table." *T drills some of the questions for intonation and pronunciation. *T says, "Now, look at the questions and think about your last holiday. Write your answers to the questions. You have 3 minutes." T monitors and provides assistance as necessary. *T highlights useful language for showing interest by displaying on WB and modeling/drilling. * T says, "Now, ask your partner the questions and answer their questions. You have 5 minutes. *T monitors and notes down any language for the delayed FB session.

Language Feedback (3-3 minutes) • To provide feedback on good language and to highlight some errors

*T asks for some of the partners to share their past holiday experiences. *T writes some good language on the board and praises. *T writes some language on the board in need of correction or reformulation. T elicits what correct answers and reviews pronunciation if needed.

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