Abdelhalim Abdelhalim

Unit 3 - Empower A1 ( lesson plan for session B)
Elementary. A 1/ 2 level

Description

In this lesson, Students will learn how to use a lexical set of time phrases to say the time correctly. They will be introduced to use adverb of frequency through a listening activity and guided discovery. Then, they will have a controlled practice about how often they eat their meals. They will have an opportunity to ask and answer questions about meal times in a freer practice. Finally, they will learn how to order and pay in a cafe.

Materials

Abc Whiteboard
Abc Projector
Abc lesson audios

Main Aims

  • By the end of the lesson, students will be better able to: use a lexical set of time phrases to say the time correctly.Understand and use adverb of frequency correctly. Use appropriate phrases to order and pay in a cafe.

Subsidiary Aims

  • By the end of the lesson, students will be better able to listen for gist and detail in the context of talking about meals..

Procedure

Lead-in (8-10 minutes) • To set lesson context and engage students

show the students my photo in a restaurant. Try to elicit from them some words ( breakfast / lunch / dinner) . put them in pairs to talk about their meals. Then, Ask them when do you eat your ( breakfast, lunch,.......) . Individually, Students do exercise 2 d on SB p. 114. Check answers as a class.

Listening (5-8 minutes) • To provide the students to practice listening for detail.

1- pre teach some words like ( vegetable- bread ). 2- Demonstrate the task first by giving clear instructions then do the first one with the students. 3- Play the recording for the students once. Individually, they complete the chart. Check their answers in pairs. 4- Play the audio for a second time if needed.

Grammar (12-15 minutes) • To use adverb of frequency correctly.

1-Play the recording for students to listen and complete the sentences with the words in the box. check answers as a class. 2- Exercise (B) elicit answers from students. 3- students read the information in Grammar Focus 3B p.118 .play the recording where indicated and ask students to listen and repeat. Students do exercise a in part 1 on SB p.119. Check answers in pairs. Tell students to go back to SB p.27

Speaking (10-12 minutes) • To allow students to use adverb of frequency in a freer speaking activity.

Give students two minutes to write their answers to the four questions on exercise 5a on SB p. 27. Divide the class into pairs and assign A and B roles . Student ( A) use these questions to interview his/ her pair. Ask them to switch roles. Monitor without interrupting fluency.

Pronunciation (10-12 minutes) • To focus on word stress and stress stress.

Use the word progress as an example highlight the difference in pronunciation . let the students notice the difference in pronunciation when the word is used as a noun, the stress will be on the first syllable, while the second syllable is stressed when the word is used as a verb. Play the recording 2.3. Students listen and check their answers in pairs. Play the recording again for students to listen and underline the stressed syllable. Play the recording 2.6 for the students. Ask them to notice which word isn't stressed. Explain that in connected speech, the words ( a, an, and, of) are usually unstressed.

Listening ( Video ) (12-15 minutes) • To practice listening for details.

Ask students some questions about the pictures ( what's in Sophie's hand? / why do you think she's smiling?. Let the students watch/ listen to the recording 2.4 on p. 28 SB. individually, decide whether the statements are true or false then check their answers in pairs. Play the recording 2.7 on p.29 SB for the students to listen and complete the sentences. Check answers as a Class. Individually, students listen to the recording 2.9 and put the conversation in the correct order.

Writing. (20-25 minutes) • To allow students to practice the vocabulary the have learnt in a productive context.

Give the students one minute to read the text and answer the questions. Check answers as a class. explain that (I'm) is a contracted form for I am. Ask them to write both the full and contracted form on the board. Give students five minutes to look at the ideas and write their own text message to a friend. Monitor and point out errors for students to self correct.

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