Hala Laith.11June 2013
By the end of the lesson Ss will be aware of the grammatical forms of the action /state verbs and how they are different in meanings in the context of talking about real life issues .
To give the students the opportunity to practice their speaking skils , in the context of real daily life issues .
Procedure (35 minutes)
examples will be written on the WB to elicit the types of of verbs which represent the target language for this lesson ,the teacher will draw a table within three columns to show action /state / action +state verbs ,time line will be used to illustrate the timing of actions . -to generate practice I will elicit examples of action , non action(state) verbs and focus on how the meaning changes when these state verbs may be possible to be used in continuous forms .
continuing from lead-in stage ,the teacher gives instructions for task 1 and ask the students to distinguish between action and state verbs , which one of them is used for both (to describe an action and a state ) . -get the students into pair work and practice the peer checking ,then elicit answers .
The teacher ask students to work in pairs after asking them to choose one of the cards which contain state verbs , students should brain storm ideas and write two sentences using the continuous forms to show the difference in meaning .
the teacher gives instructions and get the students into the listening task after asking them to match between 6 conversations and 6 pictures on p.54 ex.2 -then ask the students to distinguish between dynamic,stative verbs through working in pairs , decide which verbs with stative meaning can be used with the continuous form .
the teacher gives the students two texts A,B in the context of a common proverb and have students work in pairs to complete Text A. Using the prompts below each blank, Student A asks Student B to supply the missing words. When the text has been completed, they may read it together. Some completed texts will be silly.Have students switch roles with their partners. Student B asks Student A to supply the missing words in Text B. When the text has been completed, they may read it together. students identify the verbs that are used in the texts as both action and non-action verbs and how have the meanings changed from Text A to Text B (have, look, think, taste, smell -Ask students to identify the text that more clearly illustrates the meaning of the proverb Too many cooks spoil the broth.