Aysegul Esmer Aysegul Esmer

People and Places
Elementary level

Description

In this lesson, ss learn about using verb to be in giving personal information and describing themselves. The lesson starts with a student-centered activity where ss work in pairs to check the questions posted in the corridor. They then will think about the answers and T will elicite the written ideas of ss. Checking the sentences from the HO, the best answer will be chosen. This is followed by a grammar exercise where questions with -be are choral drilled and short answers to yes/no questions are elicited from ss. Within this practice, intonation is shown by T using body language for the correct stress of the sentences both affirmative and negative. After guided drills are completed, students will be working in a different grouping, to put the words into the correct question order and will check each other's work and compare. T will be monitoring throughout this process. Finally, after T puts the answers on the board, the ss will work in pairs to ask/answer the questions with each other.

Materials

Abc Gap fill HO
Abc Blank A4 paper HO for personal love/hate/frightened
Abc Question slips
Abc Form a table HO
Abc Find the correct line up

Main Aims

  • To use the verb "be" in short wh- personal questions

Subsidiary Aims

  • To use intonations with questions within the context of "personal information".

Procedure

Stage 1 - Lead In / Warm Up (3-4 minutes) • Eliciting previous knowledge from the ss related to the upcoming lesson

Greetings and revising the name, job, age and nationality structures that the ss have previously learnt.

Stage 2 - Student centered activity (10-15 minutes) • To introduce the ss the questions that will be discussed related to their personal information

- Pairs made by T, with a runner(s/a) and a writer(s/b) in each pair. - Questions pre-posted on the walls in the corridor by T. - After a demo, all runners line up for first reading and memorizing and then running back to their partners and whispering the question in their ear. -The writer (s/b) of the pair writes down on the blank HO previously passed by the T. - T monitors as ss work in pairs for the answers. - The HO is given and Telicits the best answer from the ss. - Show which is good English, and make choral drilling with some of the right answers.

Stage 3 - Grammar Box (7-8 minutes) • To go over questions with to be and short answers to these

-T uses the HO passed out to ss in the previous exercise and elicits grammar from the ss before drilling. - The sentences in the grammar box are drilled, with emphasis on the pronunciation. -The WB is also used for highlighting intonations, getting prepared for the coming part.

Stage 4 - Intonation (7-8 minutes) • To check with the ss the pronunciation of the question format

-T uses the body language in order to show how the sentences should be stressed when speaking. - Pronounciation check is made by both individual and choral drilling, but mostly STT in a guided drill.

Stage 5 - Practice (5-6 minutes) • To check if the question structure is learnt

-The T passes on pieces of words for sentences in different colors for the ss to put them in the right order. - As GW is done, the T monitors after the demonstartion is made. -This part ends with a small game of grouping of the class into 2 groups. (If there is enough time)

Stage 6 - Close up (3-4 minutes) • Writing

- T uses the Wh.Bd.for tthe main personal questions so that the visual memory of the ss can be used as well. - A choral drill follows for a summary of the whole lesson.

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