Çağlar Anmaç Çağlar Anmaç

TP3
Beginners level

Description

To be questions + short answers

Materials

Abc Controlled Written Practice
Abc Freer Activity Info Gap
Abc Exposure Ppt.
Abc Matching the Dialogue
Abc Concept Check Table
Abc Little Cards of practicing the Function

Main Aims

  • To provide clarification and review of verb to be in the question form and short answers. in the context of Foreigners

Subsidiary Aims

  • To provide fluency speaking practice in a role play in the context of fore

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T asks about Erasmus exchange students to activate the students schemata. *are there any Erasmus students in the university? *Are they French? *Are they Italian? *Did you go somewhere with Erasmus? with these questions Ss are expected to get their attention on Erasmus and foreign students.

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

T makes Ss pairs with a raffle. Makes sure he paired a group with three if there is an odd number of Ss. one S gets questions and the other S gets answer of a dialogue which they are going to work on together and try to order. T says "Now, match the questions with the answers, please." T gives 3 minutes to Ss to make the dialogue. Pairs go to another desk and check that groups dialogue and come back to their desk and make any changes if they want. T then shows the real order and makes the order seen by everyone.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T gives HO to make a quick exercice to check the concept. There are 6 Y/N questions. Ss answer these questions individually according to the text. T give 2 mins. to finish this task. Peer check and if there isn't any problem T moves on. If there is some probem T shows the dialoge to clarify.

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

MEANING T compares the TL with the Turkish meaning in a oral way. T points out the difference between the suffixes in the L1 and the verb to be in English. While saying I'm American in English we have a speacial verb which we don't in L1. PRONUNCIATION T makes drillings with the short forms of the sentences using the finger contractions: I am American. --> I'm American. Are you Spanish? FUNCTION T uses little cards to show subject and the object to elicit the verbs. T does 2 examples to stress the function of verb to be in the questions.

Controlled Oral Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T pairs the Ss with a raffle and hands out the little cards which only have subject and the noun like "she / married". Each s has 5 cards. Ss in pairs, choose one card from their peer and try to make a question. Pair answers according to the sign on the paper. T monitors and makes immediate feedback.

Controlled Written Practice (4-6 minutes) • To concept check and prepare students for semi-controlled practice

T hands out each S an exercice. In this activity Ss fill in the blanks with am / is / are and make a question. T monitors and Ss, after 2 mins of exercice, check their pair's answers. T makes DELAYED error correction.

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

T makes a raffle and pairs students. Ss work together and try get the information from their pairs by asking TL. A student has a characters info and a table of a character to fill. In the table there are two options one of which is true. They ask their pairs to find the information. And then the other s in the pair asks to find the info s/he needs to find. T uses overprojector or the WB itself to show both of the boxes to be filled. After finishing the activity T makes a concept check and indicates the answers. T does a delayed error correction.

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