Robert Walker Robert Walker

Neither, so
pre-intermediate level

Description

In this lesson, the students will differentiate between so and neither and which auxiliary verb to use.

Materials

Main Aims

  • To provide clarification, practice, and revision of so and neither in the context of listening and speaking

Subsidiary Aims

  • To provide accuracy speaking practice in using so and neither in the context of agreeing with others' preferences in conversation
  • To provide gist listening practice using a text about reunited twins in the context of agreeing with others in conversation

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T introduces the story of identical twins separated at birth. Shows pictures on Google Slides. Twins reunite 40 years later. T asks Q about the pictures. T asks Ss to make predictions. Are they similar or different and how? Give demo ( I think the Twins will like the same beer). Ss discuss for 2 minutes in breakrooms. OCFB- T writes ideas on board.

Exposure (8-10 minutes) • To provide context for the target language through a text (audio)

T asks Ss to listen to a recording of a conversation of the twins meeting for the first time. Listen for gist and check if their predictions are true. Ss listen for similarities and T annotates on Google slide with predictions. T shares screen and shows Ss gap fill. T gives students 3 minutes to complete. Asks students to write answers in chatbox. T shares link to Google slides and asks Ss to work in pairs to complete the gap-fill of the conversation. ICQs (3 minutes, where do you write your answers)) Guided peer discovery. OCFB. T nominates students to share answers and elicits reasoning. T writes correct answers in Gap-fill. Ss ask questions.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

All MAFP on Google Slides T gives explanations in Meaning of So and Neither by definitions and examples on Slides. T asks CCQs ( is she happy, are you happy, can she swim . . ) and asks Ss give their own examples. Ss ask questions. T elicits apropriacy from chart on Slides ( tea with the Queen.) T clarifies form with language analysis. LIsts aux verbs. Explains grammatical rules. Ss ask questions. Ss practice pronunciation of voiced and voiceless /th/ sounds and T asks Ss to give more examples. T elicits sentence stress of target language from Ss and annotates on Slides.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T shares screen of the multiple-choice page. Answer in chatbox (demo 1 together) Gives Ss 3 minutes to complete on their own. ICQs ( how long, where do you answer,) T sends Ss to BOR to peer check. 3 minutes OCFB T nominates students to answer and writes correct answers while sharing screen. T elicits explanations/reasoning from Ss. Ss ask questions.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T shares screen of many different pictures and the beginning of sentences. Instructs students to work in pairs and share their preferences. The other student needs to agree. T Gives demo with stronger S. "I can play the piano." T elicits "So can I." T- Tells students they will work in pairs for 3 minutes then will switch pairs and discuss for 3 more minutes and they will try to use all 9 example sentences. ICQs. Will you always agree with your partner? T monitors and writes down errors. 6 minutes later, OCFB. T Nominates some students to share their preferences. The whole class responds (agrees). Conclude with DEC. (from monitoring pairs.)

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