Jenny Jenny

Lesson Outline for TP7 _ Grammar
Upper Intermediate level

Materials

Abc Meaning exercise at jamboard
Abc Navigate CourseBook B1-PreIntermediate (Teacher's edition) Caroline K. and Julie N. (Listening)
Abc Navigate CourseBook B1-PreIntermediate (Teacher's edition) Caroline K. and Julie N. (Grammar Ref.)
Abc Navigate CourseBook B1-Audio-7.4
Abc Student's handout
Abc Teacher's Guideline

Main Aims

  • To provide clarification of the use of somebody, anybody, somewhere, everything and no one in the context of affirmative, negative and question structures

Subsidiary Aims

  • To provide review and practice of the use of somebody, anybody, somewhere, everything and no one in the context of daily life

Procedure

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

Teacher presents a slide to start talking about Japan. Teacher asks everybody if they have visited that country. Learners have to work in groups to find the correct pairs. Teacher shares the link with the students. Activity duration: 1 minute Students come back from BOR's and they share their answers. KA A) 3 B) 1 C) 2 D) 4

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

Teacher says that learners are going to listen to an audio but first they have to read the sentences alone (1 minute). Teacher plays the audio (1 minute). At the end, teacher shows and shares the next slide with the answers and the text if they want to read. (1 minute) KA 1,4,5,7,8

Clarification (18-18 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning (7 minutes) Teacher indicates to learners to read the paragraph that is a extract of the complete listening activity (share the slide with them). (1 minute) Teacher explains the jamboard activity, we are going to split the class into 3 groups, each group has 2 slides to work. CCQ How many slides do you have to work as a group? A: 2 First slide, you have to drag and drop according to places, people and things. Teacher makes a demo. Second slide, teacher says they have to drag and drop referring to "Specific one", "all" and "none". Teacher makes a demo. (1 minute) The duration of the student's activity will be 2 minutes. When students come back ask students how the activity was. easy? difficult? Teacher mentions some mistakes students have done and then, teacher shows the slide with the chart where we summarize all the exercise and ask students to check their answers. CCQs: If we want to talk about places and we don't know exactly where to go, we use (somewhere) If we want to talk about all people, we use (everybody / everyone). If we want to say there's no person in an affirmative sentence, we use (nobody, no one). when we want to ask if there's a person in a place, we use (anybody). Teacher emphasizes when we want to talk about "none", we have to be careful if sentences are affirmative, negative or question statements. Remember that endings -body and -one have the same meaning. (3 minutes) Form (5 minutes) Teacher asks students to read the 5 sentences and then share the link with them to work alone and try to discover if they are adverbs or pronouns. (1 minute). Ask students to send the answers in the chat (teacher should notice here if they have understood or haven't). If they don't, teacher should emphasize certain structures. Teacher shows students next slide with the answers and go the sentence or sentences they could need more help. At the end, teacher asks students if they see something different with "Everyone" and "Nobody" (CCQ). A: Verb with S. (third person singular). (2 minutes). Teacher makes a summary with the next slide where students have to complete the type of sentences. At the end, teacher emphasizes that use of third person singular form with everyone, everybody, no one, nobody. (2 minutes). Appropriacy (3 minutes). T: what do you think? CCQ: Can you use these terms with your boss? A: Yes // CCQ: Can you use them with your siblings? A: Yes. So, they are formal, informal or neutral? A: neutral. However, there's a slightly difference between endings -body and -one. -body is less formal than -one, so we usually don't use them in formal writing structures. Let have students to guess at the beginning and then, tell them the answers. Pronunciation (3 minutes) T: What do you see? Let's practice Teacher makes some drilling with these two sentences CCQ: Which syllable is emphasized? First syllable of the word somewhere and everyone. CCQ: Can we guess what happen with sentences a,b,c and d? Let's make a demo: for letter A would be similar as number 1. Let's make some drilling. Who wants to make letter B? and so on until we finish with letter D. It means that these words are emphasized in sentences.

Controlled Practice (12-12 minutes) • To concept check and prepare students for more meaningful practice

Students have to do the exercise alone but first teacher shows an example (like a demo). CCQ: Are you going to replace all the sentence or only what is underlined? CCQ: Are you going to replace with any word in the dictionary or are you going to it with these words (-body, -one, -thing, -where)? - 1 minute of explanation. Students do it alone in 2 minutes. Then, they go to BORs to compare their answers (2 minutes) Students come back and we check all together the answers. (2 minutes) Let's do an extra exercise all together (5 minutes) CCQ: For number 1, is there a person at reception? Answer: None. CCQ: Is that an affirmative sentence or a negative one? Answer: negative CCQ: Therefore, for negative structures and to say "none". What do we use? A: Anybody. Excellent! Number 2: somewhere Number 3: anywhere Number 4: anyone Number 5: Everyone. Remember to use third person singular verb.

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

Let's play and find someone in the class that..... You have to work in groups and ask these questions and find out who lost [something] recently. Imagine that I am in your group, and it was me who lost an earring recently, so you write my name down and the object I've lost [earring]. That's it! CCQ: Are you going to guess or to ask everyone in your groups? A: not guess, ask everyone. CCQ: Are you going to take some notes or you don't have to? A: Yes, you have to take some notes about your discovery. This explanation would last 1 minute. Teacher sends to BOR's for about 5 minutes to discuss. They return and we share all together some examples they have discussed in groups. (3 minutes).

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