Manuel Manuel

Elementary level


Abc Power Point: Lead-in
Abc Power Point : Pronunciation.

Main Aims

  • To introduce and practice imperatives in the context of tips for a healthy life.

Subsidiary Aims

  • To provide gist reading practice in the context of healthy tips


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

Lead-in: T. presents different pictures of a person doing different activities. For example, he is eating vegetables / he is exercising. Setting context: What are the best suggestions to have a healthy life? You have 3 minutes to discuss the questions in groups. ICQs: How many minutes do you have for this activity? Ss: 3 minutes. What is the topic of the discussion? Ss: suggestions for a healthy life. Students discuss the question in breakout rooms. T. monitors. (3 minutes). T. nominates some Ss to participate in class. (2 minutes)

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Set Task 1: You will complete the First Task individually. You will quickly read a short text and answer a question. You have 3 minutes. T. shares a link on Zoom´s Chatbox to a Google Forms where Ss. can see the reading gist task. This gist task allows students to see the target language in context. Students will get a general understanding of the context. Peer-check: Ss. discuss their answers in Breakout Room (3minutes). T. monitors. T. nominates Ss. to share their answers with the whole class. (1 min) WCFB

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Set Task 2: You will complete the Second Task. Group work: T. shares a link in Zoom´s Chatbox. Google slides. T. assigns slides to each group. Ss work in groups and circle the correct letter. They have to read the imperatives and match them with the correct images. T. models the first activity. WC Ss work in pairs and circle the correct option. T. monitors. (3 minutes) T. nominates Ss to participate with their answers. WCFB (2 minutes). T. asks CCQs: Which imperative is affirmative? Which imperative is negative? Do we use imperatives to give strong suggestions? Ss: yes. Set Task 3: You will complete the Third Task. T. shares link in Zoom´s Chatbox. Google slides. T. assigns slides to each group. T. asks ICQ´s: Do you have to work individually or in pairs? Ss: in pairs. Do you have to say or type your answers? Ss: We have to type the answers. T. models the activity. WC. Ss work in pairs. T. monitors (4 minutes). T. checks slides. WCFB T. asks FCQ´s: Do we use a subject pronoun in imperatives? Ss: No. Set Task 4: You will complete the Fourth Task. T. shows a ppt with 3 sentences. WC. T. read the first sentence aloud. T. asks students which words are pronounced louder (stress) WC T. shows answers and ask Ss to read the sentences. Choral repetition. T. nominates a S to read the second sentence. WC T. gives WCFB. T. asks a second S to rea the third sentence. Choral repetition. T. gives WCFB. Appropriacy: T. asks Ss. Can I use imperatives with my father or teacher? Ss: No. Can I use imperatives to give strong suggestions? Ss: Yes.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Set task 5: You will work individually and complete the sentences with the correct verb. T. shares link in Zoom´s Chatbox. Padlet. Ss have to type the answers on Padlet or their notebooks. T. models the first imperative. WC. Ss work individually. (3 minutes). Ss compare answers in pairs. (2 minutes). WCFB

Free Practice (5-6 minutes) • To provide students with free practice of the target language

Set task 6: You will create a conversation in pairs. Role-play. T. explains the meaning of role-playing. You become an actor or actress. WC. T. models the activity with one student in the class. Ss work in pairs. T. monitors. 3 minutes. T nominates two students to participate in class. (2 minutes).

Feedback and DEC (4-5 minutes) • Feedback on the freer practice and error correction.

T. shares Zoom´s whiteboard. T. writes some sentences with errors in the use of the target language.WC. T. elicits the correct answers from students.WC. WCFB

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