Mohammad Zamanipour Mohammad Zamanipour

Bilfen Schools- Demo Lesson Plan
B1 level

Description

In this lesson, students learn about making suggestions and giving advice about the present and past actions through guided discovery based on a short video and some photos about saving our planet. The lesson starts with a discussion about our planet and the animals which we love in the world. This is followed by a video and some photos of our planet. Finally, there is some controlled practice through sentence reformulation and free practice via a final mini-presentation about the present and past suggestions for saving our planet.

Materials

Abc Microsoft Word
Abc Video
Abc PPT

Main Aims

  • To provide clarification, practice and review of past modals should/could have past particile and comparing them with the present forms in the context of saving our planet

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a debate in the context of saving our planet
  • To provide gist listening practice using a text about saving water to make a difference in the context of saving our planet
  • To provide review of words regarding the global issues in the context of saving our planet

Procedure

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

T greets ss and asks them about the most beautiful things that they can think of on our planet. T listens to ss and use the information in the following stages of the lesson. Then, T shows the flow of the lesson and tells ss he will share a big change in his life with them. T uses the PPT file.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

T encourages ss to think about different ways that we waste water or we damage our planet. T elicits as many issues as possible and takes notes for the discussion stage of the lesson. Then, T asks ss to discuss or answer the questions before watching the video. T activates ss' schemata and encourages them to watch the video attentively. After watching the video, ss share their answers and thoughts. After checking the answers, T shows 2 slides on how his life changed after watching that video. Ss are exposed to the target language in these two slides.

Highlighting (2-3 minutes) • To draw students' attention to the target language

T highlights the target language and asks ss to think about the differences between the usage and form of two slides. T may change the slides and ask ss focus on the differences between the present events and future events in these two slides.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss are asked to work on the form and meaning of the sentences. Ss can write down the form in their notebooks with an example. Then, T shows the slide about the form and meaning of these modals. T elicits the meaning and form as well. Then, T focuses on the pronunciation of the contracted forms of past modals. Ss repeats the contracted forms in a group or individually. Then, in the following stages of the lesson, ss are asked and reminded to use the contracted form in their speaking tasks.

Semi-controlled Practice (6-6 minutes) • To concept check further and prepare students for free practice

SS are asked to match the words with the photos to revise some issues that we have on the earth. Ss are asked to make a sentence for each photo after matching them. T monitors ss and corrects the mistakes. Then, ss are asked to divide their notebooks into two parts and write 2 things on " What should/could we have done to save our planet? " and 2 things on "What should/could we do to save our planet? " . Then, they will share their answers with their groups or the whole class. T gives FB on the content and accuracy of the sentences.

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Ss are divided into three groups. Two groups will debate the topic of saving our planet and the 3rd group will be the jury and give feedback on the responses. Ss might decide on the criteria and T adds the accurate use of the target language to the criteria. So, the debate will be mainly student-centered. Ss will be given some time to prepare for the debate. Then, each student will speak for 20-30 seconds about the issue. After the debate and the feedback from the 3rd group, T gives the final feedback. If there is a repetitive mistake, T corrects the mistake during or by the end of the debate. T asks ss for the FB on the lesson before finishing the session.

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