Ghazaleh Ghazaleh

Grammar(question tags) TP8
Intermediate level

Description

In this lesson, Ss listen to the audio file about a "Murder Mystery" and learn question tags. The lesson starts with a discussion about the serial killer "Jack the Ripper". This is followed by a listening activity and some semi-controlled listening and grammar practices. Finally, there is a pronunciation and intonation practice of target language. In case of having time, Ss can practice TL through a role-play activity (a police interview).

Materials

Abc HO6
Www.cambridgeonlinedictionary PPT
Abc HO5
Abc PPT3 (form)
Abc Answer Sheet
Abc HO4
Abc HO3
Abc PPT2(form)
Abc PPT1(meaning)
Abc Track 3 (intonation)
Abc Track 2 (listening)
Abc Track 1 (listening)
Abc HO2
Abc HO1

Main Aims

  • To provide clarification of question tags in the context of crime

Subsidiary Aims

  • To provide gist listening practice using a text about murder mystery in the context of crime

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher writes " Murder Mystery" on the board and asks Ss to discuss it in pairs. W/C FB. At this stage, T tries to elicit some words which are used in the listening. If teacher thinks Ss still have problem to understand the meaning of some words which are used in listening, then she presents the PPT (Definitions).

Exposure (10-12 minutes) • To provide context for the target language through a listening activity

1- Teacher asks Ss to listen to the first part of the story and find the answers of the questions in pairs (ex, 5/35). W/C FB. Then T asks Ss to unfold the paper ( script and answer sheet). 2- 1- Teacher asks Ss to listen to the second part of the story and find the answers of the questions in pairs (ex, 5/36). W/C FB. Then T asks Ss to unfold the paper ( script and answer sheet).

Highlighting (2-4 minutes) • To draw students' attention to the target language

Teacher gives a handout having questions and asks Ss to find the answers through the script in pairs (ex, 3). W/C FB.

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language

1- Teacher presents PPT1 and asks Ss 'what is the different between direct question and question tag Checking'. T tries to elicit the differences from Ss and then clarifies the meaning by using the examples and CCQs. 2- Teacher presents PPT2 ( Statements from the script) and tries to elicit the form from the Ss. T highlights the form on the board. 3- Teacher explains the intonation of the question tag. T gives HO5 and plays the listening to practice intonation.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Teacher asks Ss to answer the question in group of 4 (ex a, q1 to 5). W/C FB (2 or 3 questions). then T gives answer sheet.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for freer practice

Teacher asks Ss to answer the question in group of 4 (ex b, q1 to 5). W/C FB (2 or 3 questions). then T gives the answer sheet.

Freer Practice (6-8 minutes) • To provide students with free practice of the target language

If the controlled and semi controlled practice are less challenging for the Ss, then T gives Ss HO6 and asks them to practice TL through role-playing activity in pairs.

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