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TP8
Elementary level

Description

In this lesson, the students will practice the difference between Present Simple and Present Continuous. The lesson will start with transport vocabulary.This will be followed by listening activity which introduces the target language to the learners in the context of transport strike. Finally, the students will practice freer speaking activity through role-playing.

Materials

Abc gap-fill handout
Abc pictures
Abc audio
Abc phrase-match handout
Abc newspaper headline&picture
Abc grammar handout

Main Aims

  • To provide clarification of Present Simple vs. Present Continuous in the context of Strike

Subsidiary Aims

  • To provide clarification of transport in the context of strike

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

*Introduce public transport vocab. to the students through personalization. Ask the students what their jobs. Personalize the topic. e.g I get to work by bus. Ask the students how they travel to school or work.

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

Show the pictures to teach transport vocabulary. Model and drill where necessary. Provide each student a phrase-match handout. Ss work in pairs. Get w/c feedback on the w/b. Get Ss to say how they travel to school/work by using the vocab. they have learnt.

Highlighting (8-10 minutes) • To draw students' attention to the target language

Show the headline of a newspaper: no buses,trains or tubes for 24 hours. Ask the students to discuss the reason in small groups. Get a few ideas and give feedback. Get the Ss to listen and answer how the people in the listening usually get to work/are travelling to work today. Get feedback. Give feedback on the w/b.

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

Provide each student a grammar handout. Write down two sentences from the listening onto the board. Elicit the meaning by asking CCQs. e.g. Do I usually walk to work?, How do I get to work? Draw a timeline and elicit the meaning on the board. Ask the students to match PS and PC with the adverbs of time in pairs. Get w/c feedback. Get the students to make two sentences by using the adverbs of time. Monitor the students and help where necessary.. Get w/c feedback. Do delayed correction on the board if necessary. Ask the students to make two sentences

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

Provide each student a gap-fill handout. The Ss fill in the gaps with PS or PC in pairs. The Ss who finishes the activity earlier record their answers onto the board. Get w/c feedback. Elicit incorrect answers on the board.

Freer Practice (6-8 minutes) • To provide students with free practice of the target language

Cool off the classroom and project the photo of a snowy place onto the board. Ask the students to imagine that it was Friday today and it was snowing heavily. Get the students to tell each other what they normally do on Fridays and what they are doing today. Monitor the students for delayed feedback. Get a few ideas. Do delayed error correction if necessary.

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