seray seray

TP 4 LESSON PLAN
A1 level

Description

This lesson will mainly focus on grammar 'likes/dislikes' in the context of the things that a world-famous pop star likes and dislikes. After Ss will be introduced with this language by a listening text for gist, they will revise how to use Present Simple Tense for the third person in positive and negative forms. Then the main target language 'likes/dislikes with nouns and -ing' will be focused and practised by a freer speaking activity.

Materials

Abc PP- the table of present simple:he/she/it
Abc Handout 2 / Audio script 4.2
Abc PP- ex: 1a
Abc R 4.2
Abc R 4.1
Abc Handout 1 / ex: 1b
Abc Some pictures about Adele-feedback
Abc A picture of Adele

Main Aims

  • To provide clarification of likes/dislikes with nouns and -ing in the context of the things that a world-famous pop star likes and dislikes.

Subsidiary Aims

  • To provide gist listening practice using a text about a famous pop star and speaking practice on the things that she likes/dislikes.

Procedure

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

- Play one of Adele's song and have Ss guess whose song it is - Project Adel's photo on the board and ask Ss what they know about her - Project two questions (ex.1a) on the board and have two Ss read the questions aloud - Get their guesses and then: Inst: We are going to listen to a recording about Adele and it will answer these questions. - Play the recording and WGFB

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

- Inst: - (Pointing at the handout) There are six things here and we are going to listen to a recording about Adele. - Do the speakers talk about her house? If yes, put a tick near it. - Peer check and project the feedback on the board with its visuals. - Ask Ss what kind of a pop star Adele is. Is she a typical pop star? Why?

Highlighting (12-14 minutes) • To draw students' attention to the target language

Inst:- (Pointing at the handout) Underline the verbs and put a '+' for positive verbs and '-' for negative verbs. - Peer check and project the script on the board - Nominate a S for each paragraph to underline the answers on the board (Her/his friends will help her/him) * Present simple:he/she/it form - Project the table of the form on the board Inst: - Read the first sentence. Is it positive or negative? - Write the sentence on the board to analyze it. - Clarify the meaning with some CCQs. Inst: - Is this only for this week or in general? (in general) - Is this only for once or regular? (regular) - Elicit highlighting the form from the Ss, focus on '-s' at the end of the verb and check their understanding of the form by changing the subject (he, it, my mother, etc.) and comparing the form with subjects I, you, they, etc. - Show the stress and intonation in the sentence, model and drill - Elicit negative form of the sentence and do the same things mentioned above for this sentence (don't forget to point at the verb without '-s' in negative form and write also longer form of doesn't) Inst: - (Pointing at the second sentence) Which verb can we use here ? Is it positive or negative? - Do the same things mentioned above for this sentence, elicit its negative form and do the same here, as well.

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language

- Write the sentence: She likes comfortable clothes. - Clarify the meaning with some CCQs. Inst: - Is it something good for her or bad? (good) - Is it something that makes her happy or not happy? (happy) - Elicit highlighting the form from the Ss with NOUN, focus on '-s' in the verb - Show the stress and intonation in the sentence, model and drill - Elicit negative form of the sentence (She doesn’t like uncomfortable clothes.) and do the same things mentioned above for this sentence (don't forget to point at the verb without -s in the negative form and long form of doesn't) - Try to elicit 'dislikes' to be used instead of 'doesn't like'. (Draw their attention to positive form vs negative meaning) - Write on the board: She doesn't like flying. - Clarify the meaning with some CCQs. Inst: - Is it something that makes her happy or not happy? (not happy) - Elicit highlighting the form from the Ss with -ING, focus on '-s' in the verb - Show the stress and intonation in the sentence, model and drill - Write on the board: She loves singing. - Clarify the meaning with some CCQs. Inst: - Is it something that makes her happy or not happy? (happy) - Which one is to express stronger feeling: like or love? (love) - Can I use a noun after 'love'? (yes) Make this sentence with a noun after 'love'. - Elicit highlighting the form from the Ss with -İNG, focus on '-s' in the verb - Show the stress and intonation in the sentence, model and drill - Write on the board: She hates the food on the aeroplanes. - Clarify the meaning with some CCQs. Inst: - Is it something good for her or bad? (bad) - Is it something that makes her happy or not happy? (not happy) - Which one is to express stronger feeling: hate or dislike? (hate) - Can I use a verb+ing after 'hate'? (yes) Make this sentence with a verb-ing after 'hate'. - Elicit highlighting the form from the Ss with NOUN, focus on '-s' in the verb - Show the stress and intonation in the sentence, model and drill

Free Practice (12-14 minutes) • To provide students with free practice of the target language

- Pair Ss and give your instruction: Inst: - Find 4 things that one of your family members (mother, brother, etc.) or one of your friends likes and dislikes. Talk to your partners about them by making long sentences . - Demo the practice to the class. - Change the partners after a while. - Monitor and take note for delayed error correction

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