Review & Practice of present progressive for future arrangements
To provide review and practice of present progressive for future arrangements in the context of planning a celebration for New Year's
To provide accuracy with the lesson's TL in the context of short conversations
Procedure (37-49 minutes)
T welcomes Ss warmly and asks them what they did on New Year's last December. Ss share their experiences in open class. T introduces the lesson's aim.
T tells shares with Ss slides featuring statements by different people saying what they're doing come New Year's. T asks them to read their slides and to compare their most recent New Year's celebration to the celebration plan they read. Then Ss compare their findings and reflections in pairs. T provides modeling: "This person will rent a house in the mountains; I rented a house in the countryside and celebrated there with my family".
M - T shows slide featuring three different images of the same person and different statements under each image. The slide also features statement in TL on top. T asks Ss if the statement atop the slide is a present or a future event. T shows a different slide featuring a conversation about a current event and verifies that Ss understand the difference. T elicits Ss to indicate which statement has the same meaning as its version in the TL. T indicates that the present progressive can be used to talk about future actions or events. F - T shows slide featuring two different statements and empty boxes below. T elicits parts of speech from Ss to analyze grammar. Ss provide nomenclature for parts of speech. T reminds Ss the importance of the verb 'to be' before the main verb in 'ing' form. T indicates use of negatives and question types with the TL and check Ss understanding with repetition. P - Shows slide featuring three different statements that include the TL. T elicits stress and linking and clarifies it for Ss. T models pronunciation and then has Ss repeat both at a chorus and individually the three statements.
T shares with Ss links to a Google Forms activity. T asks Ss to choose the word or words that best fill in the gaps in the question statements. T asks Ss to compare and discuss their answers after answering in breakout rooms. T establishes and indicates a time limit to complete the whole activity and monitor Ss work throughout. T verifies and corrects answers in OCFB. Self-correction is encouraged.
T shows slide featuring images and asks Ss to confirm if these are common New Year's celebrations in their country or if they have ever celebrated in similar ways. T asks students to get together in pairs to make up plans for their next New Year's celebrations based on the images previously shown (Ss are also free to make plans not related to the images if they wish). T establishes a time limit to this activity. Ss start their conversations in breakout rooms and repeat them in open class. OCFB follows.
T praises Ss for a work well done and uses the whiteboard to indicate good language use that took place in the FP activity. T then annotates statements made during the FP activity that require correction or improvement (meaning, form, pronunciation or reformulation). T allows Ss to write on the shared whiteboard to attempt to correct or improve the statements.