yogita yogita

Copy of TP4 Roger
Elementary level

Description

In this lesson, students appropriate and practice in making questions and answers in the context of deciding what to do in the city. The students will learn the use of would and rather to describe preferences and speculations about what to do in the city.

Materials

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

Main Aims

  • To provide practice of language used for making questions and answers in the context of deciding what to do

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of deciding what to do

Procedure

Lead-in (2-3 minutes) • To engage the students to the context of what to do in a city

T shares the screen to show two pictures and asks students to discuss some questions: What do you do on the weekends? What is your favorite place to go in your city? Students work in pairs/groups in breakout rooms and discuss. • Instructions: Discuss with your partners these questions. You have 2 minutes. • ICQs: Do I discuss the 2 questions or only 1? 2 Do I have 1 or 2 minutes? 2 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 what to do in the city

• T shares a screen for visual support. Show the students two texts about what to do in London. Have the students read the two texts. Decide which place is more interesting, and why? 2 minutes. • Instructions: Read the two texts. Answer, which place is more interesting, and why? 2 minutes. Individual • ICQs: Do we read Kari one texts or the two texts? TWO TEXTS Do we decide which place is more interesting or difficult vocabulary? INTERESTING PLACE. • Have students discuss their answers into breakout rooms. • Instructions: Discuss your answers with your pair. 2 minutes. • ICQs: Do you discuss your answers or read again the text? DISCUSS ANSWERS Do I have 5 minutes or 2 minutes? 2 MINUTES • T conducts OCFB by listening a few contributions.

Clarification (6-8 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 "would you like" describe what you like or I want to know what you like? I WANT TO KNOW Is "would you like" more polite than want or no? YES • T asks eliciting questions to cover FORM. Students tell T the order of the words in the sentence to structure the question and the answer. Only "would you like" "I'd like" "I'd rather" • Instructions: What is it first, the pronoun, or the verb? • T covers PRONUNCIATION asking students the sound of likings and the stress sound in the phrase. • Instructions: What is the stress word in the phrase? Example: X X Would you like wəd jʊ • T nominates students to give the correct answer.

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

• Students answer individually • Instructions: Choose the correct verb to complete the sentences and make them sense. 3 minutes. Individual. • ICQs: Do we choose the correct verb or the correct pronoun? CORRECT VERB Do I make sentences to have a sense or make questions? TO MAKE THEM HAVE A SENSE • 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 asks students to think about their favorite place to go out in the city and think of three reasons why you want to go there. • Instructions: Discuss with your partners your three reasons why you want to go there. You have 10 minutes. • ICQs: Do I discuss the questions or why I want to go to my favorite place? WHY I WANT TO GOT TO MY FAVORITE PLACE. Do I discuss three reasons or four? THREE • 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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