F F

F. Mohagheghnia
American English file2 level

Description

In this lesson, the students debate on the dreams and the meaning of the dreaming. Also, the students work on the grammar which is related to the review of verb forms: past, present and future. To start with, the lesson is presented through the dialog that illustrates the dream and indirectly represents the verb forms. The students listen to the dialog in order to fill the blanks. Last but not least, the teacher teaches the pronunciation of ow and in vocabulary part, the students learn some more common adjectives which follow the certain preposition and do the exercises. Finally, the students have an opportunity to communicate with each other and play roles through the speaking part.

Materials

Abc Guided discovery
Abc Roleplay cards
Abc Power points/ pictures

Main Aims

  • To provide the review of verb forms. To teach the pronunciation of ow and adjectives which follow certain preposition.

Subsidiary Aims

  • To give the students a chance to communicate with each other through the speaking part.

Procedure

Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

_ At first, the teacher tries to engage Ss to the lesson by the pictures which show the dreams and elicit the subject of the lesson. _ Then, she writes down these quetions on the board " What is the dream?" and "What do the dreams mean? " _ Then the teacher asks Ss "Do you remember your dreams?" and "Do you believe in dreams can tell us about the future?" _Ss are supposed to talk in pairs. _ The teacher monitors while they are talking. _There is a whole class feedback. _Also, the teacher shows powerpoint to make the subject more intersting and grab Ss' attention.

Exposure (12-14 minutes) • To provide context for the target language through a text or situation

_ Exercise b: the teacher asks Ss to look at the pictures and elicit the pictures show owl, feet, party, flowers, a boy who is playing violin. _ The teacher plays the recording. Ss are supposed to number 1 to 6 in correct order. _ Ss compare their answers in pairs. _ There is a whole class feedback. _ Exercise c: the teacher plays it again in order to fill the blanks. She pauses to give them time to write. _ Ss exchange the book with the partner to check the answers. _ The teacher monitors. _ Finally, she writes the correct answers on the board. Exercise d: the teacher divides the Ss to the group to guess what the dreams mean in the dialog. _ Then Ss are supposed to listen to the Dr. Allens' interpretation. Exercise e: Ss have to check the answers to d. _ Exercise f: The teacher plays the recording for the meaning of the picture 5. _ Ss compare the answers. _ There is a whole class feedback.

Highlighting (4-6 minutes) • To draw students' attention to the target language

_ The teacher elicit the grammar exercise and explain the time, present, past and future. _ Then the teacher asks Ss to look at the diolog's text and find some sentences and say the times in pairs. _ The teacher monitors. _ There is a whole class feedback.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

_ The teacher hands out guided discovery sheet and asks Ss to answer part one individually. _ later they have to check the answers in pairs. _ Then the teachers writes the answers on the board. _ Ss have to do part 2 and 3 too. Then they switch their answer sheets with the partner. _ The teacher monitors while they are doing. _ There is a whole class feedback.

Controlled Practice (12-14 minutes) • To concept check and prepare students for more meaningful practice

_ Ss have to do exercises. The teacher gives instruction and give an example. _ Ss are supposed to do it individually and the teacher check the answers. _ The teacher teaches the pronunciation of ow. _ Ss listen and repeat many time. The reacher elicits they pronounced differently. _ Ss do part b then listen and check answers. In part d, Ss have to listen and repeat. _ The teacher writes some sentences to elicit the adj + pre. Then she asks Ss why they are written in different color? _ Ss discuss and after that the teacher explain and finally, Ss have to fill the blanks in pairs. _ Then the teacher says the answers.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

_ The teacher chooses two Ss to come and play the role. _ The teacher gives them roles which are written on the cards. _ teacher monitors while they are talking. _ The teacher writes the mistakes for delayed feedback. _ The teacher writes some mistakes on the board and asks Ss to correct them. _ then the teacher divides Ss to the group and choose two questions for each group, then they are supposed to talk with each other. _ the teacher monitors and writes the mistakes for delayed feedback.

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