Pedro Sampaio Pedro Sampaio

TP 3 Lesson Plan
Elementary level

Materials

Abc Strips of paper
Abc Worksheet
Abc Students Book

Main Aims

  • To provide clarification of Present Continuous in the context of Current actions

Subsidiary Aims

  • Lexis, Speaking

Procedure

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

T asks Ss to look at the picture of the apartment. T asks "Apartment number 1. What do you see?", then do the same with the other apartments.

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

T asks Ss about the flat number 5, focusing on "they can't sleep". T asks Ss why and gives them some time to talk in pairs about the reasons. Afterwards. T tells Ss they're going to listen to the problem and find out why. Ss listen and talk to their pairs about why they can't sleep. Finally, T does whole class feedback.

Highlighting (5-7 minutes) • To draw students' attention to the target language

T tells students they're going to listen to the same conversations, but this time to fill in the blanks with the verbs on the top. T gives the handouts, gives some time for Ss to read and try to fill in the blanks before listening. T then plays the audio. After playing once, T lets Ss peer check. Play a second time if necessary. Peer check again, then whole class feedback.

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

T gives the worksheet to Ss and tells them to look at the photo and answer the questions below it, about meaning, form, and pronunciation, individually. Set a time limit of 5 minutes. After that, Ss peer check. Then, T writes down the sentences in the form section on the board to highlight the correct form, then drills pronunciation with Ss, focusing on contractions for the positive and negative form.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

T elicits the question "What am I doing?" for Ss to produce "You're teaching", or "you're speaking". Then, writes the word "what" on the board and points to another person, to elicit "what is he/she doing?", then answer. Finally, T gestures at the whole group to elicit "what are we doing?", and Ss answer. Then, T shows the CP activity and tells Ss they're going to write questions and answers. Ss then do it individually, then peer check, before T does a whole class check. After that, T tells students to read the dialogue and fill in the blanks with the verbs in the correct form. Ss do it individually, then peer check and finally T does a whole class feedback.

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

T tells Ss they're going to play a game. T divides the class into groups of 4 or 5 people and hands out the strips of paper with actions in it. T models by miming one of the actions with the whole class and then tell them they're going to do the same. A S takes a strip of paper, mimics the action and the rest of the group has to produce a full sentence (eg. She's driving a bus). T monitors and takes notes for delayed feedback.

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

T shows the picture of other apartments and tells "You're going to ask questions with 'what' and answer them in pairs. T takes notes of good language and mistakes, focusing on form, for delayed feedback.

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