Maria Amasyali Maria Amasyali

TP4 -
Elementary level

Description

Language focused lesson, focusing on grammar seen in the reading in the previous lesson. Ss may know some of the grammar but they still need practice.

Materials

Abc Grammar HO 2
Abc Grammar HO 1
Abc Power Point
Abc Communicative Task HO

Main Aims

  • To provide practice in the context of Things you: 'love, like, don't mind, don't like, hate'

Subsidiary Aims

  • To provide fluency speaking practice in a conversation

Procedure

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

Have the different faces on the board. Ask students what they think each feeling is. After give them some ideas love, like, don't mind, don't like or hate? Have a short discussion about feelings.

Exposure (6-8 minutes) • To encourage Ss to notice the TL

Reminding Ss these are words they have heard in the reading in the previous lesson. What's your 'favourite'. What are other ways to say this? What is the negative form of this sentence?. Go over some ideas with the Ss before introducing the task.

Highlighting (8-10 minutes) • To help s understand the main structure of the sentence

Focusing on the MFP of the TL using ex4a-b from SsBk. Have Ss do Ex.a first. Once everyone is done have Ss do a peer check before FB as a whole class. Explain to students that I don't mind is neutral. Go over some CCQ's to define the differences between words like hate/don't like and love/like. Explain the form to the students. Ex.b; read the questions as a whole class, select some Ss to read the questions to the class. Tell Ss to look back on there reading task and look at how Joe, Rose and Martın have answered the questions. Show the students that the verbs are followed by a -ing verb. Look at the form like + (verb+ing), give some example sentences.

Clarification (8-10 minutes) • To provide an opportunity to clarify the language

Go onto grammar bankl 6B, Have Ss listen to example sentences before task..Have Ss do Ex. 6B,a individually, then check answers with peers. Check answers as a whole class. Use CCQ's to make sure Ss know the meaning of the verb. Ss now do task B in pairs, remind Ss that they are adding -ing to the verbs. Have Ss check with there peers before FB as a whole class.

Controlled practice (10-12 minutes) • To provide students with practice of the task language

Have Ss work on Ex.5a-b. Before starting task elicit examples 1 and 2 'reading' and 'watching TV'. In pairs have Ss complete ex.5a, have Ss check there answers with there peers when they finish the task.. Go over answers as a whole class, making sure all Ss get time to practice speech. After FB have Ss get into pairs to do Ex.5b. Have Ss each pick two activities from ex.a to ask about to a peer and write down there questions. Have each Ss ask and answer two questions. ex. Do you like reading?. Depending on time have Ss switch partners and choose two different activities to form a question about.

Language Practice and Feedback (10-12 minutes) • To allow students to have a final practice, report on how they did the task and how it went

Do final task; TsBk U6B: Each student will have the hand out in there hands and stand up. They will start from number one going around the classroom trying to find someone who fits that sentence. They must try to use a different name for each sentence. End of the task FB go over some of the answers, ask who else agrees with that sentence. Go onto finishing the lesson with any further questions Ss may have.

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