New lesson plan: Not Her Best Buy

Not Her Best Buy - Upper-intermediate level

Not Her Best Buy
Upper-intermediate level

Description

In this lesson Ss will review passive voice through "Test Teach Test". They are given a text to choose whether active or passive voice. a list of problem areas will be made for later clarification. Teacher takes FB, focuses on the common mistakes and teaches based on " Meaning, Form and Pronunciation." After that, Ss are given exercises to be tested again. At the end, they will produce the TL by discussing the given topics.

Materials

Reading, Gap-fill & Speaking HOs. A video clip based on active and passive voice

Reading, Gap-fill & Speaking HOs. A video clip based on active and passive voice

Main Aims

To provide review, clarification and practice of passive voice in the context of buying fake productions and a robbery.

Subsidiary Aims

To provide fluency speaking practice in a discussion in the context of illegal activities and their punishment

Procedure (47-60 minutes)

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

Let's play a game! Show them my pen & then hide it in my back pocket. Ask them" What did I do?" " You hid the pen." Ask them" What happened to the pen?" " It was hidden." Elicit more answers by asking other questions changing the verb tenses.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Show them the topic" Not her best buy". Elicit what they think it may be about. Tell them to read and underline the correct answers individually. Check with their partners While taking FB, make a list of their mistakes.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Ask three of them to come in front of the class, name them as" sub, v and obj." ( She shot him.) Move the sub out and replace the object, ask another student to play "be" & place her before verb. Elicit the sentences in each stage by mentioned CCQs. ( Who shot...? Did he shot himself?) When the sentence is complete, write it on the board and mention the "form" ( obj+be+pp) At the end, drill the sentence to show the strong stress on "shot" and connected " he's". Then play the song for more clarification. Ask them to take notes and share with their partners. Take FB as a whole class.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Show the the HO, ask them to fill in the gaps by using correct form of the verbs in pairs and in groups. Take FB. If needed, give them another HO, ask them to find the mistakes and correct them. First individually, then in groups. Give them the answer key to check later on.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Ask them" What should be done to a robber?" Elicit some answers. Show them the slide of "Useful Language"on the WB to help them out make correct sentences. Regroup them,then show the the HO and ask them to discuss the topics in their new groups. Monitor & write down their errors to be corrected on the WB before finishing the class. Change some of their partners to discuss more and compare their answers. Finally,take FB and correct their errors on the WB.