To provide the information for students to gain the ability of spelling the words within the context of personal information.
To have students comprehend the piece of information which is spoken and give the right response to it during communication.
To have students express themselves simply by using the right forms of am/is/are.
To increase the productivity of students.
To have students complete the sentence halves by combining the knowledge they learnt in the previous lessons with their imagination.
Procedure (46-55 minutes)
T greets Ss and ask how they are.
Draw Ss attention to the disordered words and ask them to think about the the right order of them. Ask them if it is a sentence or a question. Elicit the answers and ask them to guess what the right order might possibly be. Elicit the answers and let one of the students to put it into the right order. Give feedback.
Let the Ss know that they are going to play a spelling game. Show them the toy and explain them that the S who throws the ball to his/her classmate will ask him/her the question they put in order on the board (How do you spell your name?). The S who catches the ball will spell his/her name and the chain will go on like this. Let them know that they have 5 minutes. (If it finishes earlier, they can go on asking their friends' surname this time) Give feedback.
Write your email address on the board. (firstname.lastname@example.org) Ask Ss to spell it. Ask if they know how to spell the signs '-,_,@'. If they do not know, tell them how these signs are pronounced. Get the Ss repeat chorally, then in groups and after that individually. Write the words on the board after drilling. Ask some of the Ss to write their email addresses on the board and ask other Ss to read them. Get them repeat some of them. Tell Ss that they are going to listen to a recording and they need to complete the missing parts in the names and email addresses. Give them the Handouts. Ask ICQ before starting the listening activity: 1. Are we going to write our names and email addresses? Let them listen to the audio once. Have them check their answers in pairs. While they are checking their answers, monitor the pairs. If necessary, make them listen to the audio twice. Elicit the answers. Provide feedback.
Give some examples about yourself by using am/is/are and their negative forms. Exp. I am hot; I am not cold. It is sunny; It is not raining today. Show Ss both sides of the cards and let Ss read them aloud. Ask them if they are negative or positive form of am/is/are. Elicit the answers. Give feedback. Let them know they are going to do a grammar activity. Explain Ss that they are going to fill in the blanks with the verb 'to be' and let them know they are going to write it according to themselves and they are going to do it individually. Give Ss the handouts. Ask ICQs: 1. Are you going to write about our teachers? 2. Are you going to do it with your friend? Give them 2 minutes. Monitor the Ss. After 2 minutes, put them into groups of three-four. Get them check their answers together. Give feedback.
Inform Ss that they are going to do a new activity. Tell them that they are going to write about themselves and their life. Remind that it is an individual activity. Ask them to write some false and some true examples. Give example about yourself. Give the handouts. Ask ICQs: 1. Are you going to write all of them true? 2. Are you going to write all of them false? Give them 3 minutes. After 3 minutes, let them check their answers with their friends and try to guess the false ones. Monitor Ss. Give feedback.
Ask Ss some questions: 1. Harun, how do you spell your email address? 2. Hediye, is your father from Muğla? 3. Burcu, can you spell your surname? Give feedback. End the class.
Tell Ss that they are going to play spelling game. Put the students into the groups of 3-4. Tell them that there are some cards attached randomly on the walls outside the classroom. The T will spell a word and the groups will go out to find the word card as soon as possible. The group that find the card will let the others know that they have found the word. For each card, the groups have to turn back and listen to the teacher spelling the next word. Finally, the group that bring cards most will win the game.