Ghazaleh Ghazaleh

Preferences(likes & dislikes) - TP2
Elementary level

Description

In this lesson, Students learn expand on the context set in the previous lesson and moves to other areas of popular culture. It also changes the focus to grammar. The lesson starts with a listening which is the source of TL. This is followed by a controlled speaking activity. Finally, it provide students with a semi-controlled practice speaking through specific sentences. And in case of having time, practice pronunciation and intonation through a controlled practice.

Materials

Abc Handout
Abc Listening

Main Aims

  • To provide Ss with clarification, review and practice of verbs to talk about likes, dislikes & preferences in the context of popular culture

Subsidiary Aims

  • Listening & Speaking in the context of likes and dislikes

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students to the topic preferences

Teacher divides Ss to two groups according to their preferences. First group prefer traditional art and second group prefer modern art. Then teacher starts pre-teaching the new lexis of the following listening activity by showing photos and elicits related words from the Ss.

Exposure (6-8 minutes) • To expose Ss to the TL in context of art through listening

Teacher lets Ss know who they are listening to then set the task (ex 4, a). Teacher gives handout and plays the track. Peer-check and W/C FB.

Highlighting (4-6 minutes) • To encourage Ss to notice the target language

Teacher asks Ss to read the questions (ex 4,b) then replay the track. Teacher writes the key words on the board while Ss listen to the track for second time. Peer-check and W/C FB by writing the answer on the board.

Clarification (8-10 minutes) • To focus Ss on the meaning, form and pronunciation of the target language

Teacher elicits Ss to put the verbs on a Cline on the board. Teacher asks Students to do "Active grammar" by focusing on (ex, 4, b) sentences in group, first part 2 and then part 1. Teacher tries to elicit meaning by CCQs and examples on the board to highlight the form. Teacher models and drills Ss.

Controlled Practice (10-12 minutes) • To check Ss' understanding of meaning and form

Teacher explains (ex 7, a) asks Ss to write firs then practice together in pair. W/C FD on board to highlight the form (ing form). Teacher explains (ex 7, b) asks Ss to write firs then practice together in pair. W/C FD on board to highlight the form W/C FD on board to high light the form (prefer/to).

Semi-Controlled and free Practice (14-18 minutes) • To further consolidate the TL and allow for some production.

a) Teacher sets the task (ex 7, c) play the track gives time to peer-check W/C FB on the board. b) Teacher explains (ex 8, b) and gives Ss time to discuss it in group of 4 W/C FB and integrates some delayed error correction. c) In case of having time, teacher explains (ex 5, a) play the track gives time to peer-check W/C FB on the board. Teacher explains (ex 5, b) play the track gives time to peer-check W/C FB on the board.

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