TP4 LP_Juan-Carlos Utus P.
To present and practice object pronouns in the context of daily routines.
To develop students' reading, listening, and speaking skills in the context of daily routines.
Procedure (37-45 minutes)
- I will start the lesson displaying some pictures/pictograms related to daily routines and 4 questions. Sample question: How often do people water their plants/garden? - I will instruct the students to discuss those questions with their partners for 3 minutes in the breakout rooms. After the breakout-room activity I will elicit some students' opinions and write them on the board. This is an opportunity to check whether students know or don't know about the grammar structure we are starting to analyze.
I will tell the students that they are going to listen to a recording of a woman doing a questionnaire to find out whether she is "a early bird or a night owl person". But first we will check some vocabulary. - I will display two pictures and elicit from students some ideas, in order to understand what "a early bird and a night owl" mean, and what a questionnaire is. - After that I will make accessible the text (questionnaire questions) and play the recording. I will instruct the students to listen to it and tick the woman's answers. They will work individually. FB. I will ask the students how the tasks were... easy, difficult? and nominate one or two student to share his/her first and second answers. Then I will display all the correct answers for the students to have the opportunity to compare their ones, and together check some queries they might have.
I will start this stage displaying a slide containing some sentences to analyze meaning, a table with subject/object pronouns to check form. A sample to analyze MEANING: - Some people do the ironing themselves, CCQ. Is "doing the ironing" an action that people do once or twice every year? Not, it is a frequent routine. A sample to analyze FORM: - "Other people pay someone to do the ironing for them" CCQ. Is there any word that can substitute "the ironing" in order to avoid repetition? Yes, a object pronoun = it. So we can say: "Other people pay someone to do it for them". I will direct the students to see the table where the subject and object pronouns are shown, highlighting that objects pronouns are those words that received the action and that they generally go after the verb, (subject pronouns go before the verb) I will set up more sentences with gaps for the students to fill in with object pronouns: "Do people pay someone to clean their shoes? Not. they clean _______ themselves. Yes, they pay someone to clean_______ We will also have the opportunity to check PRONUNCIATION of difficult words throughout the stages. For example: A night owl; do the ironing (stress words, linked sound, /ˈaɪərnɪŋ/. etc.), putting into practice the following strategies: modeling, individual/choral drilling, correcting when necessary.
I will tell the students that they are going to work on 5 sentences displayed on the screen; they need to choose the correct words in each sentence. A sentence sample: "Lourdes is my sister and I/me see she/her every Sunday" (correct: I, her) After students do the task individually, they will check their answers in pairs before all correct answers are displayed and open class feedback is carried out.
For this stage I will ask the students to read the same questionnaire in order for hem them find out whether they are "an early bird or a night owl" They will work individually. After that they will compare their answers and scores in groups in the breakout rooms, mentioning how many of them are "early birds and/or night owls". I will monitor the groups, helping students as necessary and taking notes some of the things they are saying.
I will ask students to share one o two of their answers. I will write on the board examples of good language which students produced and language which needs further work, eliciting from them how to correct/reformulate the language which needs more work.