Elham Elham

2.2 Fundamental
A level

Description

Vocabulary: Daily routines and job; Grammar: present simple negative and question.

Materials

Abc New Headway, p23, part 4
Abc Oxford word skill, unit 45
Abc Attitute 1, p 42, part 1
Abc English File 1, p 22, part 2

Main Aims

  • Fluency and accuracy speaking

Subsidiary Aims

  • To provide gist and specific information listening practice.

Procedure

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target (job) productive skills

Task 1 Jigsaw Reading - Encourage prediction by using pictures. (PowerPoint) - Two texts (A & B) on a similar topic (jobs) with a set of questions on each text to test comprehension. - give individuals a chance to check their answers in their groups first. - Regrouping: each student from group A now has a partner from group B to exchange information. - FB - make a yes/no and a Wh question with the underlined sentences.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target (simple present questions and job) productive skills

- Listen to a game show called His job, her job. A team of 3 people ask Wayne questions about his job and his wife Tanya's job. Write W next to the questions about his job and T next to the questions they ask about Tanya's job. - Listen again. what are his answers? Write yes, no, or it depends. - what do you think their job is? - listen. what are their jobs? - Model play his job, her job. Students choose jobs in pairs, ask questions to guess the jobs.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target (simple present questions) productive skills

Task 1 finding out about a person. Show a picture of an interesting person. Students make questions in pairs to ask to find out more about him. Invent interesting answers as we go. Task2 what I'd like to know about you. make pairs. ask students to prepare some questions to ask their partner. pairs then ask each other their questions. FB: students talk about their partners.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

Students walk around the class, complete the questions on the wall, and ask and answer them.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Take some notes during the tasks for the delayed correction. We'll end on a positive note and if correction is needed we'll comment on their common mistakes. Write them on the board, give them a chance to identify the errors themselves and ask them to contrast what they actually said with what they should have said in pairs.

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