Kelebek BIRICIK ATAMAN Kelebek BIRICIK ATAMAN

Kelebek TP1
Elementary level

Description

In this lesson, students learn about superlative adjectives through in context of describing films. The lesson starts with eliciting what ss remembers from the listening text. This is followed by a recycled activity of the book, from the former lesson. Then the lesson continues with pair/group works to clarify the mfp. Finally there's some controlled practice through a gap-fill exercise and a freer practice via a discussion question about films.

Materials

Abc Gap-Fill Exercise
Abc Workbook
Abc Student Book

Main Aims

  • To provide students with clarification, review and practice of superlatives in the context of describing films.

Subsidiary Aims

  • To provide ss with practice in speaking for fluency.

Procedure

Lead-in (3-5 minutes) • To elicit what ss remember from the previous lesson.

Write the question on the board: "Which of the movies did you watch that Mariela talked about?" Write students' answers on the board. Ask students "What did Marieal say about the movies?" Elicit the answers and write on the board. If ss do it quicker, ask ss if they agree with Mariela.

Highlighting (5-10 minutes) • To focus ss on the TL and find out what they know.

Show students the gap-fill version of ex 3a. Explain them what to do. Do the first example together. Ss work on the activity in pairs. Then answers will be checked orally.

Clarification (12-15 minutes) • To clarify meaning, form and pronunciation.

Tell ss to read the instruction of ex5a and check if they understand what to do. Ss work in pair and choose the correct ending. Ask CCQs to be sure that students understand the meaning correctly. "Are there any other good films?" "Is it the only good film?" "Are all the other films bad?" Ss work in pairs and complete the ex5b. Monitor and help when needed. Whole class feedback. Write an example onto the board from exercise 3a and highlight the form. Ask ss to give more examples and elicit the answers and write onto the board, highlight the form again. Monitor the mistakes on pronunciation and by the words on the board do choral and individual drilling.

Controlled Practice (4-7 minutes) • To consolidate and provide Ss with controlled practice of form.

Explain ss to complete the ex.6a individually. Monitor and help when needed. Ss check their answers in pairs. Ask them if they have the same answers. Then check answers with whole class.

(Optional) Semi-Controlled Practice (4-7 minutes) • To provide an opportunity to ss to personalise the target language.

Ask students to read the instructions of WkBk ex4b. Ask to check if they understand what to do. Ask how to give opinion, and give some examples on it if needed (I think, in my idea, in my opinion, for me, etc). Ask ss to work individually. Monitor and help when needed. Then compare their answers with pairs. Elicit the answers and check if the correct form is used.

Freer Practice (5-7 minutes) • To give ss more meaningful practice with the TL.

If time - Students work in groups of 3 for the ex7. Explain them that each of them will read a different text and then fill the chart all together. Then check the answers as whole class. If time is short - Tell students to read the sentences of the ex8. part 2. and think about it. Then tell them to walk around in the classroom and share their ideas with classmates and ask for their ideas. Monitor if they use the correct form of the TL and take notes. When ss finished the activity, provide general feedback on the board with a few examples.

Web site designed by: Nikue