English Lesson Planner

Mohammad Rasool Safary

TP3 - CEFR A1 level

TP3
CEFR A1 level

Description

In this this lesson students learn and practice common words associated with family members. Also, the rules pertaining to apostrophe S are taught. Later on, a listening activity is presented in which the grammar and the vocabulary are integrated.

Materials

Listening

Gap-fill exercise

Writing correct sentences

Table completion

Sentence completion

Listening

Gap-fill exercise

Writing correct sentences

Table completion

Sentence completion

Main Aims

To provide clarification and practice of family lexis in the context of family

Subsidiary Aims

To provide gist and specific information listening practice using a text about family members in the context of family
To provide practice and clarification of apostrophe to indicate possession and contraction in the context of family

Procedure (28-49 minutes)

Lead-in (1-2 minutes) • To set lesson context and engage students

T begins the class with a jumbled form of the word family. Ss guess what the word is.

Elicitation (3-5 minutes) • The target words are elicited at this stage.

T presents the class with a series of photos using which the target words are elicited. Words are written on the board and the stressed syllables are highlighted. T provides choral and individual drills as well.

Listening (2-3 minutes) • Listening for gist & exposure to apostrophe

T writes a question on the board: ‘Is this a small family or a large family?’ Ss listen once to answer the question.

Listening (3-5 minutes) • Listening for specific pieces of information (vocabulary) & further implicit exposure to the grammar

T gives the class a gap-filling exercise. If it is necessary, T plays the audio a second time. Ss check the answers in pairs. T checks the answers WC using the audio track.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

T provides instructions by giving an example. Ss do a table completion task individually. The task is then checked in pairs. Pairs join other pairs to check. T checks the answers WC.

Controlled Practice (3-5 minutes) • To concept check further

T gives the Ss the photo of cooper family with all the information they listened to. Ss choose the correct words.

Highlighting (2-3 minutes) • To draw students' attention to the target language

Ss give teachers examples of apostrophe S from the previous exercise. T collects some items and adds incorrect examples.

Focus on meaning (3-5 minutes) • The meaning of the target language is clarified.

T elicits the grammar by having the Ss correct the wrong sentences. T provides a simpler sentence that conveys the same meaning for each statement on the board. The student complete the simpler statements – EX) The pen is for Tahir.

Focus on form (1-3 minutes) • The structure of the TL is clarified.

T underlines the target words and elicits the part of speech. If Ss have difficulty remembering noun as the part of speech used here or if Ss do not know this part of speech, T elicits several nouns and adds some verbs to show the difference through drawing a comparison between the nouns and verbs.

Pronunciation (1-3 minutes) • The pronunciation of the TL is focused on.

T conducts back-chaining & drills

Controlled practice on grammar (3-5 minutes) • To concept check and prepare students for more practice

Ss do the exercise on page 25. Answers are checked in pairs + WC

Semi-controlled practice (3-5 minutes) • To concept check further and to activate the TL in speaking.

Ss write their family members’ names on a piece of paper. They tell their partners about their family using apostrophe S and the vocabulary taught.T provides feedback by focusing on the problems Ss make during T's monitoring.