Rogelio Miguel Espino Nuño Rogelio Miguel Espino Nuño

TP3 Roger
Elementary level

Description

In this lesson, students appropriate and practice in the present simple positive tense for I, You, They, and We.

Materials

Abc Self-made slides
Abc Self-made slides
Abc Breakout Rooms
Abc Face to Face Student Book
Abc Self-made slides
Abc Self-made forms

Main Aims

  • To provide practice of the present simple tense in the context of TV shows

Subsidiary Aims

  • To provide gist reading practice using a text about day-to-day life in the context of celebrities of TV shows

Procedure

Lead-in (2-3 minutes) • To engage the students to the context of TV shows

T shares the screen to show two pictures and asks students to discuss some questions: What is your favorite TV show? Who is your favorite character on that TV show? Students work in pairs/groups in breakout rooms and discuss.T conducts OCFB by listening to a few contributions.

Presentation through the text (5-6 minutes) • To develop gist reading to find key information in the context of celebrities' day-to-day life.

• T shares a screen for visual support. Show the students a picture of Kari. Have the students predict at what time she gets up, has breakfast, stars work, and learns her lines. 2 minutes in pairs. T send students to breakout rooms to discuss • Instructions: Look at the picture and think on the time Kari gets up, has breakfast, stars work, and learns her lines. 2 minutes in pairs. • ICQs: Do we discuss Kari time or my time for doing these things? KARI TIME Do we work in pairs or individuals? PAIRS • Have students read individually "Behind the Camera" text to check their answers. • Instructions: Read the text and check your answers individually. 2 minutes. • ICQs: Do we read to discuss the text or to check our answers? TO CHECK OUR ANSWERS. Do I have 5 minutes or 2 minutes? 2 MINUTES • Students answer a Google Form for checking their answers. T shares the link to Form with options. 2 minutes. • Have students compare answers in breakout rooms. 2 minutes • Instructions: Compare your answers in pairs. 2 minutes. • T conducts OCFB by providing an answer key.

Clarification (8-10 minutes) • To cover MFP of the target lesson

• T shares a screen for visual support. T shows 4 sentences in the Google Form for gist reading to cover the MEANING of the target lesson. • T clarifies MEANING by using CCQs Example Does "get up" describe what she usually does or the past? SHE USUALLY DOES. Does "get up" happen right now? NO • T asks eliciting questions to cover FORM. Students tell T the order of the words in the sentence for present simple tense. Only I, You, We, They, and positive question form. • Instructions: What is it first, the pronoun, or the verb? • T covers PRONUNCIATION asking students the sound of difficult vowels or consonants for Spanish speakers and the stress sound in the phrase. • Instructions: What is the stress word in the phrase? Example: X get up • T nominates students to give the correct answer.

Controlled practice (6-8 minutes) • To provide students with the practice of the present simple tense, using writing and reading skills in the context of day-to-day life.

• Instructions: Choose the correct verb and order the words to make sentences. 3 minutes. Individual. • Students answer individually • ICQs: Do we choose the correct verb or the correct pronoun? CORRECT VERB Do I order the words to make sentences or to make questions? MAKE QUESTIONS • Check answers in pairs/groups in breakout rooms. 3 minutes. • T conducts OCFB by checking the wrong answers with the class.

Freer practice (12-15 minutes) • To allow students to appropriate the language of the target lesson practicing speaking and listening

• T shares a screen for visual support. T shares some questions with the students. • Instructions: Discuss with your partners these questions. You have 10 minutes. • ICQs: Do I discuss the questions or write the answers? DISCUSS QUESTIONS Do I discuss it with my partners or with the teacher? PARTNER • T conducts OCFB and asks for interesting information. • T writes on the screen samples of students' errors and encourages them to notice and correct the mistakes. • T conducts OCFB.

Feedback & DEC (4-5 minutes) • To provide learners with feedback and DEC on the completion of the task and language.

• T conducts OCFB and asks for interesting information. • T writes on the screen samples of students' errors and encourages them to notice and correct the mistakes. • T conducts OCFB.

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