Mojca Mojca

first lesson plan/ Face2Face
Elementary level

Description

In this lesson the students are presented the prices and focus on the numbers-time and prices. Students do the listening activities to understand the detailed listening, the numbers. Ss do a role-play to practice the practical language, how to buy something-how to communicate while shopping.

Materials

Wtzvauzosnav2bwfgwuu celta tp friday 2 Gap fill-handout
Rmo1q9lwrc4iutmvdbn4 celta tp friday 2 sentence order
Avofn4atrr27vx13rm5w celta tp friday 3 picture practice
Bbja4mffsz2vloohq7kt celta tp friday 4 lead-in
A5iqfcwxqno9zvra0qsw celta tp friday role play b dialogues -freer practice
Ryhopktpqu2wn2roqmy4 celta friday role play a dialogues -freer practice

Main Aims

  • To provide practice of language used for asking for a price and respond to the seller in the context of a night out- cinema, gallery, concert

Subsidiary Aims

  • To provide detailed listening practice using a text about opening and closing time and the prices- cinema, gallery, concert in the context of events
  • To provide clarification of Verb BE usage with HOW MUCH questions in the context of events, going out

Procedure

Warmer/Lead-in (0-3 minutes) • To set lesson context and engage students

- A teacher show the picture (of a theatre) to the students and have them guess where she goes out in her free time. - T shows 3 pictures of 3 different events and has the Ss guess what they present.

Exposure (3-6 minutes) • To provide context for the target language through a text or situation

- T gives the students the handouts from the book and asks them to match the pictures she has presented before to the pictures of the handouts. (Group work) - T asks the Ss to focus on the written word in the text to prepare them for the listening part. - Ss listen and fill in the gaps with the time they hear. - In pairs, the Ss check their answers. - T checks the time asking students the questions.

Highlighting- a lead in and presentation (2-4 minutes) • To draw students' attention to the target language

- T shows the students some money, they guess the topic. - T writes some random numbers on the board and puts the symbols in front of them. - Ss guess the symbols. - T corrects if necessary.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

- T focuses on the pronunciation and the stress of the numbers and symbols. - T writes the pronunciation on the board. - T does the drilling with Ss. - T dictates the prices to the Ss, they write them down. - Ss check with their partners. - T walks around and checks and corrects.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Ss do the second listening and fill in the gaps with the right prices. - Ss check the answers with their partners - Ss write the answers on the board. - to prepare the Ss for the role-play activity, T shows them the third listening part - Ss put the sentences in order to make a dialogue. - T checks with them.

Semi-Controlled Practice (8-12 minutes) • To concept check further and prepare students for free practice

-Ss practice the dialogue in pairs and T walks around and after 2 minutes in the practice starts taking away a piece of dialogue (one by one). - Ss are left to practice alone. - T focuses on the pronunciation as well- intonation. - T shows the photos and asks the students how much the item in the photo costs. - T writes the rules of How much... on the board and focuses on the verb BE used with plural or singular

Free Practice (8-12 minutes) • To provide students with free practice of the target language

- T gives clear instructions to the students - Ss do a role-play - T gets a feedback by asking the Ss about the movie they bought the tickets for. - T focuses on the good things and corrects the mistakes more often made - T writes down the errors and asks the Ss to correct them.

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