Search Results for: The demonstrative

61.

TP #: 3 | Dynamic & Stative Verbs

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B1 (pre-intermediate) level

In this lesson, students will review the fact that some verbs can be in the progressive (dynamic), and some verbs can't (stative). First, I will review action (dynamic) vs. stative verbs by eliciting from the class & writing on the WB. Then, I will link to the previous lesson by eliciting information about the people who were interviewed at the protest. Next I will have them work in groups to review extracts from the interview and identify verb type (dynamic) and tense (present progressive). ...

62.

LP TP 3 Boston

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Elementary level

This is a lesson where the students practice adjectives.

63.

Past Perfect

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Intermediate, grade 7, b1 level

In this lesson, students will learn how to use the <b>past</b> perfect tense. Students will get exposed to the target language in a context of a story that will be told by the teacher and drawn on the board by them in order to get them more engaged. Then, the teacher will demonstrate the explanation by asking the students to retell the story while looking at their drawing aiming at eliciting the target language from them and highlighting the <b>past</b> perfect forms. After that, the teacher ...

64.

CELTA TP3 - Demonstrations and Protests

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Intermediate level

In this lesson, students will be discussing three readings, with three different opinions about a proposed change to a town. Students will need to predict what the three different headlines in Ex. 1 might mean for the residents. After that, they will read their texts from Ex. 2 (a different text per group), and Ss will need to choose the headline that best suits their reading. After discussion of their groups' reading, Ss will be put in different groups, and will need to listen to each othe...

65.

Verbs That Summarize What People Say

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Upper intermediate level

Students will learn about verbs that merely summarize what people say, rather than going into a long and detailed response on the subject matter. This will be achieved through a brief demonstration at the start, and then reinforced through activities.

66.

MURPHY'S LAW - THE FIRST CONDITIONAL - LESSON PLAN

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Pre-intermediate level

In this lesson, students will learn about the first conditional in context with an inductive approach which the rule is inferred through some form of guided discovery through a reading text named Murphy's Law. Time planned for this lesson is 45 minutes and the lesson will be conducted in five stages as lead-in, reading tasks, presentation, controlled practice and freer practice. Since the language will be introduced through a text, the lesson will include a short reading comprehension session...

67.

Preintermediate Writing skills demo

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A2 level

A demonstration lesson on writing subskills to provide awareness raising of layout and use of linkers to make the piece more coherent and cohesive. This will be followed with practice and extensive writing.

68.

Elementary writing skills demo

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A1-elementary level

A demonstration lesson on writing subskills to provide awareness raising of layout and use of linkers to make the piece more coherent and cohesive. This will be followed with practice and extensive writing.

69.

Productive skill (speaking)

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Elementary level

In this lesson, - T presents pictures and asks Ss to describe in pairs to elicit some adjectives, and explain appearance and character adjectives. - T pre-teaches some difficult adjectives before Ss start listening to the audio such as (outgoing, good-looking, overweight, etc.), then asks Ss to match up sentences before listening. Finally provides OC feedback. It's followed by useful language stage where Ss have exposure to a model they need for upcoming productive speaking task. - T de...

70.

Campaign Competition

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Upper-intermediate level

In this lesson, students will practice the functional language of suggesting ideas and showing reservations through a task-based speaking activity in the context of deciding a marketing campaign for an energy drink in a meeting. Firstly, students will brainstorm on how an effective advertisement should be and they will come up with the reasons how to have an effective advertisement by discussing in their groups. This is followed by eliciting the functional language. Then the teacher will intr...
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