Elementary (A1) level
To provide clarification and practice of future simple tense in the context of school competition for the first time. By the end of the lesson SS will be familiar with future simple in making predictions and quick decisions.
To provide clarification of words about sports and rewards in the context of competitions and athletic events
Procedure (25-33 minutes)
To show the picture of the lesson to the SS and ask them about their ideas. In two minutes, SS discuss in pairs and another one minute for a an open class feedback.
First, the word (athlete) I will show a photo of a runner and try to elicit the word from SS, ask them to repeat it for a couple of time. Then, I will pronounce it 2 or 3 times, and ask CCQs: Is he good at sports? SS might reply (yes) Does he join events? (yes) Is he lazy or active? (noun) Is it an adjective or noun? And write it on the board, highlighting the phonological features. *** Second, the word (medal) I will show several photos of medals. To elicit it from SS, I won't waste much time on this word, if SS did not remember it, I will provide them with it. *** Finally, the word (competition) I will use the locker's photo of Salah/Christiano and try to draw SS attention to the word, by getting ideas from them about the word. I will use CCQs: Did Christiano or Salah try to win? Probably ss say (yes) Do Christiano or Salah want to be successful? (yes) Then, I will pronounce the word then they repeat it two or three times, and highlight the phonological features on the board.
"I think our school will get a medal today," this is my marker sentence I will provide SS with CCQs to clarify the TL, and a timeline to make them understand the meaning. Then, to write it on the board with highlighting phonological features and to elicit the form from the SS. Then, I will use the back-chain technique to make sure ss pronounce correctly.
In this stage ss will practice a matching exercise, SS will work individually, then ss check their answers in pairs. In this stage I will check their understanding using "I.C.Qs" and provide them with the answer key.
SS work in pairs (A-B) to fill in the information gap using the TL, "Imma the fortune teller." Finally, to provide SS with linguistic and content feedback.