New lesson plan: Laurie Galbraith: TP 5

Laurie Galbraith

Laurie Galbraith: TP 5 - Beginner level

Laurie Galbraith: TP 5
Beginner level

Description

In this lesson, students will use do/does/doesn't in the Present Simple to describe talking about jobs within a framework of logistics, details of the job, and students' personal feelings toward their jobs.

Materials

Whiteboard & Markers

Handout adapted from Straightforward Beginner's book (Page 47 Grammar Ex: 1)

Large Sticky Cut-Ups for WB

Pictures of different professions

Question prompts Speaking Ex: 1

Whiteboard & Markers

Handout adapted from Straightforward Beginner's book (Page 47 Grammar Ex: 1)

Large Sticky Cut-Ups for WB

Pictures of different professions

Question prompts Speaking Ex: 1

Main Aims

To provide review and practice of present simple grammar in the context of in regard to jobs (details of, logistics, student likes and dislikes).

Subsidiary Aims

To provide accuracy in speaking practice by way of conversations styled as an interview about jobs in the context of hours, difficulty level, transportation utilized, feelings toward and location.

Procedure (37-44 minutes)

Stage 1: Lead-In/Context (4-5 minutes) • To refresh students' memory in regard to present simple when talking about whether they have a job or not and to prepare them for similar questions later in the lesson.

-T asks Ss if they have a job. Choose a female, male, two students and T when asking. -Elicited responses will include from both individuals and the class: Yes, I have a job. Yes, you have a job No, I don't have a job. Yes, SHE has a job Yes, HE has a job. Yes, THEY have a job. No, SHE/HE doesn't have a job No, THEY don't have jobs. On the WB, T will write a basic chart: Do you Does she/he HAVE A JOB? Do they Do you we WALK TO WORK? they Does he/she TAKE THE BUS?

Stage 2: MEANING (5-6 minutes) • Provide students with chance to conceptualize grammar meaning of both positive & negative forms of do/does in sentences that require correction.

-T plays Audio 1.81 (Lord Duncan clip) to refresh Ss memory. Instruction to listen and remember from yesterday with Michelle. -Handout to Ss with sentences adapted from Grammar Ex: 1. Sentences are incorrect and require correction by the Ss. Ss work in groups to make corrections. - T puts written FB on WB.

Stage 3: FORM/FUNCTION (7-8 minutes) • To provide students with opportunity to understand present simple form in full sentences.

-T divides students up by colored strips of paper to allow for three or four teams. -T puts sticky cut-ups on the two WB in the class. -T models for Ss how to arrange words into an accurately formed sentence. -Group students according to color (should produce 3-4 teams), and have them go to the board to arrange their sentence correctly.

Stage 4: PRONUNCIATION (4-5 minutes) • Afford students opportunity to hear different native English speaking intonation.

-T instructs students to listen closely...T says three sentences aloud first time. -T says sentences again and says them with a "robot-like" intonation. T uses hand motion to parallel intonation sound as all sentences are read. -T asks...which sounds right? Say out loud again and write on WB a "swoop" to mimic the intonation and also one for the robot sounding sentence. -T asks students to pick which one is right. -Choral drilling for all three sentences with accurate intonation.

Stage 5: CONTROLLED PRACTICE (10-12 minutes) • Give students controlled practice and chance to produce by talking about different jobs utilizing questions on WB as prompts

T writes on WB in prep for activity: Prompts from SPEAKING Ex: 1 -T provides students with images of different jobs. T models with an able student a pretend interview about the other person's job. Ss do not tell each other what they are, but must guess. -T as models interview with student, she points out question prompts on the board meant to help Ss figure out what job the other has.

Stage 6: FREER PRACTICE (7-8 minutes) • Give students a chance to produce and speak.

-Ss trade job photos with each other and interview again, using same prompts on WB. This time, T instructs to say what they like best about their job or why they don't like it, giving them a chance to use some of their own preferences and allow for less controlled speaking. -T provides delayed correction on WB if time.