New lesson plan: TP4 The power of nature

Shuaib tumi

TP4 The power of nature - B1 Intermediate level

TP4 The power of nature
B1 Intermediate level

Description

In this lesson, students will learn about narrative verb forms through the guided discovery method based on natural disaster vocabularies and listening based on natural disasters.

Materials

Powerpoint, gap fill, handouts

Powerpoint, gap fill, handouts

Main Aims

To provide practice of Narrative verb forms in the context of The power of nature

Subsidiary Aims

To provide clarification

Procedure (36-54 minutes)

Lead in (3-5 minutes) • Set the context of the lesson

The teacher will have pictures up on the board of 6 natural events. On strips of paper the teacher will also have names of the natural events. The SS should choose a strip and pin it on the matching picture. Allow the students one minute to discuss with one another before getting them to pin the word strips on the board.

Listening task 1 (3-5 minutes) • To set the context of the lesson and also to exercise the SS listening skills.

SS will listen to an audio about 2 people who experienced a natural event. The students will need to notice what the experience was like for them. Before they explain as a WC what the experience was like, allow them to discuss in pairs beforehand.

Listening task 2 (3-5 minutes) • Identify specific information from the audio

SS will then listen again to the same audio, this time they are looking for 8 specific details. Allow students an interval between each 4 specific points to discuss in pairs, then move on to the final 4. As a whole class get FB from the students.

Grammar - meaning (4-6 minutes) • To get students to understand the meaning of the example sentence

On the PPT slide students will see a narrative form sentence. Allow them 10 seconds to read the sentence. The teacher will explain the meaning of the sentence to them. To check they have understood the sentence the teacher will use CCQs. In order for the students to understand the sentence fully, the teacher will relate to the timeline slide.

Grammar - form (3-4 minutes) • To get students to understand the structure of a narrative verb sentence.

With the example slide on the board, the teacher will go through the structure of the sentence, labeling with a board pen each word what its part of speech is. The teacher should use his/her fingers to demo each part of the sentence separately.

Grammar - pronunciation (3-5 minutes) • To drill the pronunciation of the sentence for students

The teacher will with his/her fingers go through the sentence. The SS should only be listening at this point. The teacher should be clear and slow at this point. Then, by using back-chaining, the ss will repeat after the teacher the sentence, broken down into parts. As the teacher goes on he/she should get faster and faster. The teacher should also consider dancing whilst drilling so the ss dont get bored.

Grammar - practice (15-20 minutes) • To get students practicing the grammar point.

SS will now have time to practice narrative verbs by 3 different activity tasks. The task is a controlled task where they have to circle the correct option out of two in a sentence. The second task students will be given sentences in a jumble order. The students will need to order the sentences correctly so they make sense. The third task will be a gap fill, students will need to fill in the missing words in the gap.

Grammar practice - If time (2-4 minutes) • Get students into a more freer task

Ask students to create 2 sentences in pairs about past experiences they have had. Before they start go through the structure of a narrative verb very quickly as a class.