masoud akbari masoud akbari

Love at exit 19
B1 level

Description

In this lesson students learn about past and present habitual behavior. By the end of this lesson, they will have learnt to use used to and usually whether in spoken and written language. The exposure to this grammar is a listening part in which four speakers talk about how they first met their partner.

Materials

Abc Audio script
Abc My photo
Abc HO 3
Abc HO 2
Abc HO 1

Main Aims

  • To provide clarification and practice of used to and usually in the context of love
  • To provide clarification and practice in the context of love

Subsidiary Aims

  • To provide gist and guideline on how to use the grammar.

Procedure

Lead-in (5 minutes) • To set lesson context and engage students.

-T starts with a very short story of his marriage. -T asks Ss to answer this question " where did you first meet your partner?" -Then Ss in pairs discuss this question and T monitors them. -After two minutes T asks the whole class if anyone has a unusual story to tell.

Exposure (8 minutes) • To provide context for the target language through a listening.

-Ss receive a HO including four speakers and four options. -T asks them to listen very carefully and match them with the options. -T tells them not to worry about the new words as they aren't our main aim. -T asks them some CCQs to check whether Ss have understood him or not. For example, " -Do you do it in pairs or alone?(alone) - Do you pay attention to the new words?(no) " -After they listen Ss check their answers in pairs, but no reasoning is needed because the main aim is grammar not listening.

Highlighting (4 minutes) • To draw students' attention to the target language

-Ss are asked to look at the second part of the first HO. -Then, T tells Ss these are the sentences from the listening. -Ss in pairs discuss these two questions" when do we use used to?" and how can we talk about the present? -And ask more CCQs about the target language.

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

- T asks Ss some CCQs to elicit the meaning of this grammar. -T can also show his photo to consolidate the grammar. -Ss on their HO1 have more points related to form and pronunciation. -They look at the examples and teacher asks about the form and then write it on the board. -On HO1 there's also another part about the pronunciation. -T reads the sentences out loud and asks Ss to pay attention to the arrows and linking sounds. -To make it more challenging T asks Ss to look at the audio script to find more examples of used to and usually and each group who finds the most examples is the winner.

Controlled Practice (5 minutes) • To concept check and prepare students for more meaningful practice

-Ss receive a new HO which includes two different types of activities. -In the first part they must read some sentences together and decide whether the statements are true or false grammatically. Then they need to justify their reasons. -T monitors the Ss and check their answers without intervening. -T gets whole class feedback and show them the answer on the board.

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

-T asks Ss to look at the second part of the HO 2. - They must read the sentences and fill in blanks with used to and usually together. - T asks some ICQs to check they have understood the instructions. -Ss do this part in pairs an check their answers. -T gets feedback from individual and asks others whether they have the same answer.

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

-Ss at this stage get the last HO and they are asked to read the sample answer. -T asks them to write about their past and present habitual behavior and activities.(ALONE) -T monitors them and write down any mistakes he notices. -Then, Ss are asked to change their seats and partners. ( group 1- banana, group 2 - apple, group 3- orange juice, group 4- coconut) -Ss read their writing for each other and listen to each other. -T corrects some of the mistakes on the board with the help of Ss.

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