Pedro Sampaio Pedro Sampaio

TP 4 Lesson Plan
Elementary level

Materials

Abc Worksheet
Abc Students Book

Main Aims

  • To provide accuracy speaking practice in a questionnaire in the context of music

Subsidiary Aims

  • Lexis

Procedure

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

T plays a song. Asks Ss what kind of music it is. Then, brainstorms with Ss different kinds of music they know and writes them down on the board. After that, T tells Ss they will listen to some songs and they have to match them with the kinds on the board. (ex1a) (Note: make sure that all the types of music in the activity are written on the board.)

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Write on the board "what/kind/music/like?" to elicit "What kind of music do/don't you like?". (ex1b).Drill the question and model with some Ss first, to get their answers. After that, Ss ask the same questions to their partners in small groups while T only monitors. Finally, Ss share their answers in open class. After that, T tells students they will do a music quiz. Give out the quiz and give them a minute to read and tell T if they don't understand any of the words. After finished, Ss can peer check, then T asks Ss to share their answers in open class.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

T writes 5 jumbled sentences on the board and tells Ss the verbs are missing. 1- Hip hop/____ like/ I. (negative) 2- ___you/in a band?/ play 3- She/ to you / ____ listening. (Negative) 4- What kind / listen to? / ___ you / of music? 5- Where / ____ Coldplay / from? Then tells Ss to unjumble the sentences and complete with the correct verb individually. After that, peer check and open class check. T then writes "questionnaire" on the board and ask if Ss know what it means. Tell Ss it is a list of questions. T tells Ss they will do a questionnaire with their friends, but first they need to fill in the blanks with the correct verb,

Productive Task (15-18 minutes) • To provide an opportunity to practice target productive skills

T draws attention to question number 6. T asks Ss to add some male/female/bands they love or hate. After that, T drills the questions and tells Ss they will ask their classmates the same questions and write down their answers. They can ask 2 or 3 classmates, depending on time. Set a time limit of 10 minutes for this activity. Finally, T asks Ss to stand up and start mingling.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T writes on the board some interesting sentences and some mistaken ones they'd collected while monitoring the previous stage. Then, T asks Ss to tell if they're true or false sentences. Afterwards, Ss correct the false ones.

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