Souad Alsayed Souad Alsayed

Strike!
Elementary level

Description

In this lesson, Ss will learn the difference between the simple present and the present continuous in a context of a transport strike. The lesson starts with a video when Ss hear different sounds of transports and they have to guess what they are, then Ss learn some verbs related to the topic. There will be a listening task where Ss have to listen and answer questions then they listen again and complete a chart. It's followed by a drilling to the form of the tenses and adverbs used with them. Ss then will have an activity to practice the form. When the main aim is achieved, Ss will have an activity to practice their writing skill and the use of grammar.

Materials

Zctdnaiko58?size=16&default=html Video
Abc pictures
Abc ex(3) handout
Abc ex(7)/a fill in the blank handout
Abc PowerPoint show

Main Aims

  • To provide clarification of the simple present and present continuous in the context of transports.

Subsidiary Aims

  • To provide product writing practice of a sentences in the context of transport and daily routine

Procedure

Lead-In (6-8 minutes) • To engage students and activate their schemata.

Ask Ss to pay attention to the sounds they are going to listen to in the video. Elicit the names of the transports and drill. Put the pictures of the transports on the WB and mime the verbs that we use when we go by each transport. ( go by bike: cycle). Write the verbs and drill.

Exposure (3-5 minutes) • To raise Ss awareness to the topic

Show Ss the PowerPoint pictures. Ask CCQs to elicit the meaning of the word( Strike). Is the tube empty? yes. Is it something normal ? No Is the bus moving? No Why are the people walking? Because there are no buses or cars. Why do people go on strike? ( answers vary). Ask Ss if they had a transport strike in their country before and why.

Presentation (14-16 minutes) • To clarify the meaning, form and pronunciation of the target language

Give Ss ex(3) and ask them to fold the paper. Ask them to listen to the recording and answer the questions(c). Check answers in pairs then give handout feedback. play the recording again and ask Ss to fill in the table (b). check answers in pairs then as a WC and write the the first two sentences on the WB. Ask CCQs to clarify the meaning. Does he go to work by train everyday? Yes, he does. Is he going by train today? No Is he driving to work today? Yes, he is. Does he usually drive to work? No, only today. Drill and write the form of the two sentences. write the adverbs and explain that they define the tense we have to use. Show the differences in some adverbs. (always, often, sometimes, never). Elicit some sentences from the Ss. write them on the WB. Put Ss in two groups and give them the adverbs and ask them to put the correct adverb under the correct tense. ask each group to check each others mistakes. Monitor and correct.

Semi controlled practice (5-7 minutes) • To check Ss understanding of using the meaning and form.

Give Ss ex(7) and ask them to work individually and fill in the blanks. check answers in pairs. give the handout of the key answers.

Freer practice. (7-9 minutes) • To check Ss understanding of using the language in a written form

Put Ss in pairs. Give them papers and ask them to write an Email to their friends. Ask them to start the email with ( everyday) and they have to write two sentences in simple present. Then they write ( but because of the strike, today) and they have to write two sentences about things they are doing right now. Give them five minutes. Monitor but dont correct. Ask them to stick their papers on the WB. Ask them to check others mistakes. Choose the best email with the least mistakes.

Web site designed by: Nikue