New lesson plan: LP TP3 Mustafa Magdi

Mustafa Magdi

LP TP3 Mustafa Magdi - Intermediate level

LP TP3 Mustafa Magdi
Intermediate level

Description

In this lesson students will practice grammar ( phrases for comparing ) through text based approach.

Materials

Handout

White board

Laptop

Handout

White board

Laptop

Main Aims

To provide practice of Phrases for comparing in the context of differences and simularities of some cities

Subsidiary Aims

Students will listen to the audio and say whether the statements about the pictures are true or false.

Procedure (39-45 minutes)

Lead-in (4-5 minutes) • To set lesson context and engage students

This lesson is based a previous lesson, so I will try to make a connection between that lesson and mine

Focus on language from text (9-10 minutes) • Clarify and check meaning of target language using the context, pronunciation, drill, highlightform and aspects of pronunciation on the board).

* Students will look at ex 3 page 30 . They work through the Analysis box in pairs so they can discuss their answers. * I must work on pronunciation by drilling phrases and sentences with the comparison phrases and highlighting any important pronunciation features such as: 1- similar to 2- different from 3- worse than 4- the same as

Pre-teach vocabulary (4-5 minutes) • To prepare students for the task

* Elicit. * Concept check. * drill * Write the following vocabulary: 1- kiosk 2- souvenir shop

Controlled practice (8-9 minutes) • To provide the students with some practice of the forms and prepare them for the freer practice later.

* Show two pictures from page 135 on the screen. * Give the students little time to look at them. * Then set the task and play the audio recording. - Students will chech their answers in pairs. - Then they will be given an answer key to see the correct answers.

Freer Practice (9-10 minutes) • To provide students with personalised practice of the target language

* Students will make sentences using the TL . * Compare their ideas in small groups or pairs. - Take notes while students are speaking to help in Feedback stage.

Feedback (5-6 minutes) • To provide delayed error correction if I have time

* Write a mixture of correct and incorrect forms on the board. * Allow students to decide in their groups and correct the incorrect sentences. * Then I check the correct answers with them.