Ela F. Yegen Koumpos Ela F. Yegen Koumpos

TP 5 November 10th,2018 Ela Funda Yegen Koumpos
Upper Intermediate level


Abc Grammar/ ex 5
Abc SLIDE 8 /TP 5
Abc Grammar/ ex 6
Abc SLIDE 1 / TP 5 PPT
Abc Meaning (Handout 1)
Abc Grammar ex 5 /sentence match
Abc Grammar ex 6/ error correction
Abc Substitution Tables
Abc SLIDE 7 /TP 5

Main Aims

  • To provide clarification, review and practice of the present and the future tenses in the context of first impressions

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation about accommodation, family, new people, plans for the weekend, meeting friends and hobbies using present and future tenses .


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Ask students to discuss the questions below: 1. What are you going to do after this class? 2. Where are you going to go for your next holiday? 3. What’s the next big decision you’re going to make? 4. Where do you see yourself ten years from now? What will you do? Where will you be? Give students 2-3 minutes to discuss the questions with their pairs. ICQs: How much time do you have? Who are you speaking to? Feedback: Any interesting answers?

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Show some sentences taken from the text they have previously read in the first lesson. (First, show the questions on slide 2 ) Ask students to read the sentences then ask them to match the sentences with the closest meaning. Distribute Handout. First, they do the activity alone in 2 minutes. ICQs: Are you working alone or with a partner? (alone) How much time do you have? (2 minutes) Sentences: I always wear clothes that make me feel good. It is my habit to wear clothes that make me feel good/ I must wear clothes that make me feel good. I think it’ll be fine. It is my decision/ It is my prediction I’m starting a new class tomorrow. The class is arranged/ I might start on another date I’m going to meet lots of new classmates. I want to meet lots of new classmates /I am expecting to meet lots of new classmates Next, ask the students to check their answers with their partners. Show the answer key, deal with problems if there are any. Ask some CCQs to check understanding before moving on. (optional)

Highlighting (3-5 minutes) • To draw students' attention to the target language

Show slide 3. Ask students to read the uses about different tenses, choose and write the correct name of the tenses. (pair work- 3 minutes) Distribute Guided Discovery HO. Script: Read the bullet points about different tenses. Work with a partner and write the name of the correct tense from the given options. ICQs: What are we you going to write here (point the gaps)? (the name of the tense) Will you work alone or with a partner? (With a partner) How much time do you have? (3 minutes) Show answer key (SLIDE 4) FB: Are there any different answers? Elicit from students if there are any.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Script: Look at the underlined parts in the sentences. ( point them on the slide) Match them with the uses (a-j) (point the box on the left) Write the correct letters on the lines. You have 4 minutes. ICQS: Are we paying attention to the whole sentence? (No, underlined parts) Are we writing the letters on the lines? (Yes) Work alone. (Grammar ex 5) Questions: 1.I’m reading a book at the moment. ____ 2. Our minds unconsciously say ‘I really like you’ or ‘I ‘ll avoid you’ ____ 3. That’s what I’m going to do next time I meet someone new. ____ 4. I always wear clothes that make me feel good.____ 5. I work in a big company. 6. As I’m writing this, I’m nervous ____ 7.I’m going to meet lots of new classmates.____ 8.I’m meeting her before the class.____ 9.I think it’ll be fine though.____ 10. Most people are nervous in new situations.____ Now, compare your answers with your partners. ANSWERS: 1.e 2.g 3.i 4.a 5.b 6.d 7.j 8.f 9.h 10.c WC/FB Distribute Substitution Tables. Asks students to fill in the charts. They will work alone. When they finish have them check their answers with their peers. Distribute completed tables (or Show the answer key)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Show slide 7(ex 6). Ask students to find mistakes in the underlined verb tenses and correct them. Remind ss that it is often possible to use both will and "going to" to make predictions. They will work alone then check with a pair. (5-6 minutes) Distribute HO, monitor. ICQ: Are you working alone or with a partner? (Alone) How do we check answers? (with a partner) Feedback: Do you all agree with each other. If not, why not. Elicit answers. Drilling: Write some sentences on the board. Model drilling, ask ccqs. I'm going to meet lots of new classmates. (linked: lots of) Ccq: Where is the stress? (meet and classmates) ıs there another way to say going to? (elicit gonna) Is it formal or informal? (informal) Drill. I'm meeting her before the class. (linked: I'm meeting) CCQ: Where is the stress? (the class) back-chain drilling. I enjoyed my first class and I'm sure I'll make some new friends. ( I enjoyed-linked) Ccq: Where is the stress? (enjoy, new) Drill She always arrives early on the first day of a new course. Ccq: Where is the stress? (early, first, new) The first student tells you an emotion he will try to communicate through a sentence (surprise, anger, frustration, disappointment, excitement, etc.) and then say the sentence in front of the class. It can be an original sentence or one you provide. if time allows, do the second controlled practice activity(workbook p:5/ activity 2)

Free Practice (5-8 minutes) • To provide students with free practice of the target language

Choose someone you haven't talked today. Ask and answer questions about the topics below. ( Slide 8) The place where you live/work Family New people Plans for the weekend Meeting friends Hobbies Monitor, jot down errors for the delayed feedback session.

Feedback (3-5 minutes) • Feedback

Delayed error correction Do speaking error correction on the board. Elicit answers.

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