Daniel Daniel

TP 4 - Grammar
Pre-Intermediate level

Materials

Main Aims

  • To provide clarification, review and practice of frequency adverbs in the context of daily life

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of daily life
  • To provide gist reading practice using a text about daily life

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Students will be instructed to answer a question displayed on Google Jamboard "tell me something you do every day?" A link to the activity will be shared with students and they will be instructed to write an answer on a sticky-note to the question. The teacher will discuss the answers provided in OCFB and elicit further explanation if necessary.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Three short opinions are displayed on a whiteboard, where three individuals discuss their daily lives. A link will be shared with students to read these three texts quickly and vote on which person they think has the most enjoyable/best life. After the link to the activity is shared with them, they will vote by dragging a circle to the statement they wish to vote for. The three texts have heavy usages of a variety of frequency adverbs.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: A cline scale is shown which ranges from 'never' to 'always'. The students work in pairs and are instructed to drag the adverb of frequency, 'sometimes', 'usually', to where they think it belongs on the scale. They work in breakout rooms for 2 minutes to do this activity. We then discuss the responses in OCFB. The teacher also has 2 sentences displayed which are from the text, "we usually play golf in the summer", "I sometimes go on a walk with my mother". T asks CCQ such as, 'do they go on a walk every day? why not?', 'why might they not play every summer?", to ensure meaning. Form: T displays the 2 example sentences on the whiteboard and asks students which word class each word is. T and Ss work together to form sentence structure. There is a link which is shared with the students where there are 3 short sentences with the words jumbled. The students will work in groups of 3 to arrange the words to form the correct sentence structure. Answers will be discussed in OCFB. Pronunciation: The 2 example sentences are displayed one the board. The T addresses syllables and phonology of "usually," linking of "we usually" and stress on "sometimes". The teacher asks CCQ for S to provide answers as to where the linking and stress lies and answers will be visually displayed on whiteboard. Repetition and drilling ensures the correct phonemes are used in 'usually'.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

A link is shared with students to an activity to complete individually on Google Forms. The students are presented with a calendar detailing Carmen's schedule for 2 weeks. The students are presented with 5 statements about the calendar and they have to select the best adverb of frequency to fill the gap from the 4 options provided. T will allow the students to check their answers with their partner for 2 minutes. There will then be OCFB where students provide the responses and some CCQ's will be asked. Such as, 'how many days does she study French", "does she go to work every day", etc.

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

The students are instructed to have a discussion with heir partner, asking them some questions displayed on the whiteboard, "what do you usually do in the afternoon?", "what do you never do with your friends?" etc. The students will discuss in breakout rooms for 4 minutes and will try to find an answer that they have in common with their partner. The T will discuss responses in OCFB and elicit further detail if necessary. There will be 2 minutes at the end of session where the T will correct any incorrect language usages that were overheard whilst monitoring all pair-work and group-work.

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