Mohammad Rasool Safary Mohammad Rasool Safary

TP4
CEFR A1 level

Description

In this lesson, students learn and practice common collocations associated with free time activities. Afterwards, a conversation and a listening activity are presented are which, later on, serve as the basis for one speaking activity each.

Materials

Abc Matching exercise
Abc Pronunciation practice
Abc Conversation
Abc Listening activity
Abc Speaking activity

Main Aims

  • To provide clarification and practice of collocations in the context of free time activities

Subsidiary Aims

  • To provide practice as regards the receptive skill of listening in the context of free time activities
  • To provide practice with regard to pronunciation and the productive skill of speaking in the context of free time activities

Procedure

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

T begins the class by writing three free time activities on the board. Ss try to guess what single word describes all three. The teacher can also elicit the answer by asking: 1. Are these activities? 2. We do these activities in free time or at work?

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. Then, the teacher provides the class with a matching exercise. Ss match the pictures with the written forms of the collocations they came up with. This matching exercise also serves as a hand out on which the collocations are recorded. Words are written on the board and the stressed syllables are highlighted. T provides choral and individual drills as well.

Pronunciation (3-5 minutes) • The focus is the stressed syllables in the collocations and schwa

T uses drills and back chaining to focus the students' attention on the stressed syllables. The stressed syllables are highlighted using circles.

Warm-up (conversation) (1-2 minutes) • To set the new context and engage students

The teacher draws the Ss's attention to the picture and asks 'what are they talking about?'

Skimming (2-3 minutes) • Students listen to get the gist

The teacher writes the following question on the board: What is the man's favorite free time activity? The teacher provides FB by focusing on the relevant section in the audio.

Scanning (2-3 minutes) • Students listen for specific pieces of information

The T writes the following question on the board: What are the man's favorite sports? The T provides feedback by replaying the relevant section.

Role-play activity (5-7 minutes) • Students practice using the collocations and simple present to play the roles

T models the activity with one of the Ss. Ss take 5 minutes to practice. A volunteer pair performs at the end as FB

Skimming (2-3 minutes) • Students listen to get the gist of the listening

T writes the question 'what activity is the listening about?' on the board Ss listen to get the gist of the listening.

Scanning (3-5 minutes) • Students listen for specific pieces of information

T gives Ss a sheet on which the Ss write the names of the sports the speakers are talking about. Ss check their answers in pair before the T checks WC

Scanning (3-5 minutes) • Students listen for specific pieces of information

Ss listen a second time to decide if they play or watch the sports. The answers are checked in pairs first before T gives them the answers on a separate piece of paper.

warm-up activity (5-7 minutes) • This is a prelude to the speaking activity. It helps switch from the listening to the speaking portion of the class.

Ss are divided into pairs. T gives one sheet to each pair. Ss put the words in order to form complete questions. Ss check the answers in pairs. T provides feedback by giving them an answer sheet.

personalization (3-5 minutes) • Students practice using the collocations and simple present to talk about themselves

T models the activity. Ss ask and answer questions in pairs. T provides feedback by focusing on the errors.

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