Zahra Zahra

past simple lesson
UI level

Description

In this lesson, students learn about past simple tense through PPP. The lesson starts with a show famous picture.This is followed by clarifying MFP of Grammar. The lesson ends with a conversation which students could use the new language.

Materials

Abc pictures
Abc Markers
Abc Hand out
Abc Board

Main Aims

  • To provide To introduce students to Past Simple tense in the context of Pablo Picasso was a great Spanish artist as well as provide them with accuracy speaking practice in a semi-controlled conversation in the context of Picasso started painting when he was ten.

Subsidiary Aims

  • To provide To provide a writing practice in which students use the target language in the context of what somebody did last week and last month and last year.

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

this is a communicative activity that sets the theme for the lesson. Here, a painting by the artist Picasso is used to create some visual context as the painter is the focus of a text to be introduced later.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

At this lesson present target language in a text. There are many examples of the target language, the past simple tense in this text.The questions the Ss answer are later used to form model sentences in the target language.

Highlighting (10-15 minutes) • To draw students' attention to the target language

using answers from the reading exercise, i draws the Ss attention to the form ( how to make it)and function(its meaning) of the target language. Wherever possible I ask questions in order to facilitate students noticing how the language works, rather than lecturing.

Clarification (5-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I cover form and function form:highlighting ending, indentiying word order and agreeing terms for the role these words play in the sentence. function:use of timelines and questions relating to appropriate usage and meaning of the structure in real life.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The next activity provides Ss opportunities to form the target language correctly. Choice here is very limited:it is more about applying the rules than using the language in a meaningful, personalsed way. Applying the rules in this controlled way, however, maybe the first step to more personalised, accurate usage at a later stage.

Semi-Controlled Practice (0-0 minutes) • To concept check further and prepare students for free practice

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Free Practice (8-12 minutes) • To provide students with free practice of the target language

The next practice activity offers Ss a greater choice and the opportunity to personalise the language. Ideally, the previous activity has made this sort of personalised usage more likely to emerge in an accurate form. Production Using the Picasso theme once more, I asks the Ss to inter into an imaginative role. In the context I set up the target language(past simple) is highly likely to be used. there is a sense of fun and freedom here that may may contribute to facilitating effective practice of the target language as well as other language.

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