New lesson plan: TP 5 Pablo Picasso

Emelie

TP 5 Pablo Picasso - Elementary level

TP 5 Pablo Picasso
Elementary level

Description

In this lesson, students practice listening and speaking in the context of Pablo Picasso's childhood. Students will first discuss Picasso's paintings and then listen to a conversation about the painter's life. By completing the gap in the conversation students will practice past tense of was, were and could. Finally students will practice the tense by a freer speaking activity, asking each other about their childhood.

Materials

No materials added to this plan yet.

Main Aims

Listening - To practice listening for specific information.

Subsidiary Aims

Grammar and speaking - To revise the past tense of to be and can.

Procedure (45 minutes)

Warmer/Lead-in: Picasso's paintings (8 minutes) • To set lesson context and engage students

- T shows some of Pablo Picasso's paintings from different eras and elicits Pablo Picasso. - T divides Ss in groups of three and asks them to discuss 1) Do you like Picasso's paintings? Why/Why not? (T monitors during discussion)

Pre-teach vocabulary (10 minutes) • To prepare students for the text and make it accessible

- T writes "Pablo Picasso 1881-1973" on the board, shows Le Picador (1890) one of Picasso's early paintings, tells them what year it was painted and asks - How old was Picasso when he painted this? T elicits "child" gives examples of other extremely talented children: Mozart (4), Michael Jackson (5) and asks for other examples of children who are very good at something. - Teach "child prodigy" and drill pronunciation. Write on the board. - Elicit "pencil" with realia. Drill pronunciation and write on board. - Elicit "drawing" by showing a drawing comparing it with a painting. Drill, then write on board. - Elicit "professor" by showing a picture. Drill, then write on board.

While-Reading/Listening #1 (12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- T gives Ss HO and asks them to read the the text and try to guess the answers in the gap (don't write). ICQ: Will you read? (Yes) Will you write? (No) - Ss listen to the conversation and try to fill in the gaps. (T monitors) ICQ: Will you write? (Yes) - Ss compare answers in pairs. (T monitors) - Ss listen again to check their answers. - Possibly delayed feedback.

Post-Listening: Talking about you (15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- T models and drills "When were you born?", first chorally, then individually. T then answers the question. - T continues the procedure with "Where were you born?", "Where were your parents born?" and "How old were you when you could walk?" - Ss work in pairs and ask each other the questions. - Ss walk around in the classroom and ask each other questions. (T monitors) - Delayed feedback. - Ask students to tell the whole class what they remember.