English Lesson Planner

Touca Ghazal

TP4 - Elementary level

TP4
Elementary level

Description

Ss will practice listening after getting intrested in the topic which is Blind Date.Ss will learn how to form questions using does ..

Materials

gap-fill handouts , exercise worksheets

gap-fill handouts , exercise worksheets

Main Aims

To provide specific information listening practice using a text about what sb likes & doesn't like in the context of First Date

Subsidiary Aims

To provide review of present simple ( questions)

Procedure (46-59 minutes)

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

Give Ss a photo of the TV presenter on p.32 and ask them what they think First date is! in pairs . ( aTV dating programme)

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

pre-teach the words needed for the listening -presenter (n) by showing them pictures & asking some CCQS using MFP - date (n) by creating a conext using Mark & kim with some pictures & CCQs using MFP

While-Listening #1 (3-12 minutes) • To provide students with less challenging specific information listening tasks

play the recording after giving SS the task which finiding four things Mark likes and one thing he doesn't like .

Feedback (2-3 minutes) • check the Ss understanding & answers

ask Ss to check their answers in pairs then have the WC feedback

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Pre-teach "vet"(n) by showing them a picture of a vet after creating a context about a sick dog . use some CCQS Check the ss understanding that on the TV programme, Mark is not talking to the woman but asking the presenter about them. Student then work on their own and match Mark's questions and the presenter's answers.

Feedback (3-4 minutes) • check the Ss understanding & answers

Early finishers will check their answers in pairs. Play the recording. Ss listen and check their answers.

controlled practice (3-4 minutes) • test what Ss know about forming questions in present simple

Ss do the exercise7a) on p.33 on their own then check in pairs, then check their answers in small groups of four.

Feedback (2-3 minutes) • check the Ss understanding & answers

While they are working, draw the table from 7b on the board so that you are ready to check Ss' answers. Check answers with the class.

Teach forming questions in present simple (5 minutes) • provide Ss with the correct MFP

Use the table to highlight the word order of questions in the present simple: question word + auxiliary + subject + infinitive

controlled practice (5 minutes) • test what Ss learnt about forming questions in present simple

Ss work on their own and write questions with "she" from exercise 8a)

Feedback (3-4 minutes) • check the Ss understanding & answers

Play the recording. Ss listen and check their answers in pairs. the have WC feedback.

Post-Listening (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

. Play the recording again and ask Ss to repeat"What does she do?."= What is her job?. Point out that "does" is not stressed in pronunciation Make a chorally drilling then individual drilling.

free(r) practice of the TL (5-7 minutes) • wrap up the lesson in a nice energetic speaking activity

Ss play a game. After modeling with on of the students ,each one would have a card with a job title written and then one student should ask the other student sitting next to them about their neighbor's job using the structure " what does he/she do? He/she is a/an .............