Pegah Pegah

An Adventurous Group, might + infinitive
Elementary level

Description

In this lesson, Ss look at a cartoon and T tries to elicit the the problems of an adventurous group might have. Ss work in pairs to come up with their answers. T makes notes snd gives FB when Ss finish the task activity. Then Ss work in pairs to choose three items from the box that the people might need accompanying their reasons. At this stage, T provides a model of the grammatical structure. T makes notes of Ss's mistakes and give FB after finishing the task activity. At this stage, T explicit the grammatical structure followed by its meaning and usage. Then Ss work in pairs to think of three other objects that might be helpful. Ss can use their dictionaries. After finishing the task, T gives FB which is followed by another pair work where Ss decide which five objects will help the people in the cartoon the most.

Materials

Abc 'grammatical elicitation'
Abc Slide D
Abc Slide C
Abc Slide B
Abc Slide A
Abc Cartoon pic

Main Aims

  • For learners to practice speaking auxiliary modal 'might + infinitive' in the context of an adventurous group cartoon.

Subsidiary Aims

  • For learners to learn grammatical structure of auxiliary modal 'might + infinitive' in the context of an adventurous group cartoon

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

-T shows the picture "a group of adventures" -T waits for Ss to elicit the words related to the picture 'adventurous group' -T let peer eliciting if some Ss could not guess -T shows slide A - T lets Ss to read the instructions 9'according to the prompts provided) - T prepares the breakout rooms - T asks ICQs to check Ss know what is expected of them to do in the breakout room - Ss are old they can use dictionaries - T only monitors and makes notes of their grammatical structure mistakes - T interferes if Ss need help or to the task wrong - T checks the answers and gives FB

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T shows slide B - T lets Ss read the instruction - T lets Ss pay attention to the grammatical structure that is written as the model - Ss are allowed to use dictionaries - T sends Ss into breakout rooms as pairs to do the task - T monitors and takes notes of Ss grammatical mistakes - T checks Ss answers and gives FB

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

- T shows the a plain slide - T asks one of S's answer as a model - T tries to elicit the form from Ss (affirmative, negative, third person singular, participle, and gerund) - T elicits the meaning of the grammatical structure with CCQs Is it about past? (no) Is it about now? (yes) Are they going to need it? (yes and no) Are we sure they will need it? (no) - T asks Ss to drill the correct pronunciation of the grammatical structure

Productive Task(s) (5-8 minutes) • To provide an opportunity to practice target productive skills

- T shows slide C - T asks ICQs and puts S-S in breakout rooms - T asks Ss to produce correct grammatically structures like the model provided - T monitors the rooms and makes notes - T checks Ss answers and give FB

Feedback and Error Correction (8-12 minutes) • To provide feedback on students' production and use of language

- T shows slide D - T asks ICQs and sends S-S into breakout rooms - After breakout rooms, T asks Ss-Ss to discuss with each other - T monitors the rooms and makes notes - T checks Ss errors and gives FB

Web site designed by: Nikue