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Teaching Plan 2B
A2 level

Description

In this lesson, students will be introduced into the topic of the hotel industry; firstly by linking the brainstorm that Negar will produce in the first half of the lesson - getting the students to work out the model sentences of the brainstorm. Following this lead-in the next part of the lesson will be based on language focus, getting the students to establish the difference in meaning and form between ll' and going to. The next task will consist of controlled written/spoken practice, with the students working in pairs to understand when to use 'll and going to, with a couple of examples used to aid understanding. After this, the students will work in pairs for the semi-controlled practice task where they will establish the correct way to respond to the conversations presented, using a few WC examples - followed up with WCFB

Materials

L6vslcocs3ynczecwbi2 grammexcerpt Lead-in Exercise Excerpt
Is5jggiurgocwrvjfmyl grammexcerptleavinghotel Lead-in Exercise Excerpt Model Sentence 2
L7cihkjus4wgffy8l4xh grammwill Language Focus - Will
Xc0noz0nqt6samxj9zve grammgoingto Language Focus - Going to
Jht3sdtpsbwvhzlnrrrx grammexercisethree Grammar Exercise 3
Jniiriq2ympdmboopp5a task2 3 Grammar Exercise 3 Handout
Levrrqprlmptukmqwrek task1 Grammar Exercise 1 Handout
Avclhimrssjeimllmlzl grammexcerptcallrozzers Lead-in Exercise Excerpt Model Sentence 1
Pfoeajosrzmmswnlwxpv grammexerciseone Grammar Exercise 1
Thneo0kkqzk2dgl0rtij grammexercisetwo Grammar Exercise 2
9znafg7bs9wekx5b4ugx task2 3 answers Grammar Exercise 3 Handout Answers (For Merijke)
B5patzhdrzevhk1dokoa task2 3 ss answers Grammar Exercise 3 Handout Answer Signs (For Students)

Main Aims

  • To give students grammar practice for gist and detail in the context of hotels

Subsidiary Aims

  • To give students freer speaking practice to help spoken fluency in the context of hotels

Procedure

Lead-in (4-6 minutes) • To set the context of the lesson - Hotels

T will show the grammar excerpt from the book on screen, giving a quick brief about the situation and brainstorm they did with Negar. From here, Ss will work in pairs to discuss the problems the guests had and T will try and elicit the model sentences from the students. CCQ - Are we going to speak English or Turkish? After this, WCFB will take place to make sure the answers to the brainstorm are correct

Lead-in Follow up (4-6 minutes) • To set the context of the lesson - Hotels

After eliciting the model sentences from the students, T will show Ss the model sentences on screen - this will be the WCFB part of the lead in.

Pre-reading (4-6 minutes) • To prepare students for the use of 'going to'

T will show Ss on screen the snippet from the coursebook on the form of 'going to' + infinitive, with guidance to show the pre-determined nature of 'going to'.

Pre-reading #2 (4-6 minutes) • To prepare students for the use of 'will'

T will show Ss on screen the snippet from the coursebook on the form of 'going to' + infinitive, with guidance to show the on the spot determination of 'will'

Gist exercise (4-6 minutes) • To provide the students with less challenging gist writing/speaking

Ss will begin working in pairs to establish the correct answers from the first exercise; an introduction into using 'll + a verb from a small selection to complete the sentences in a gap-fill exercise. WCFB will follow up to clarify the correct answers to students.

Controlled Written/Spoken Practice (6-8 minutes) • To provide the students with more challenging, controlled written/spoken practice

Ss will be given the handout to complete in pairs, using discussion between the two of them to establish the correct usage of the forms 'll and going to in the context of a hotel manager and a guest. Upon completion, WCFB will be used to give Ss clarity of the questions, asking students to repeat the answers alongside T.

Semi-controlled Written/Spoken Practice (8-10 minutes) • To give the students freer practice in writing/speaking

T will place relevant hotel owner's answers around the room, with the guests' concerns handout given to Ss. Ss will be asked to walk around the room and find the correct answers for the correct concern, writing them down. Ss can work individually or in pairs to help them establish their answers. T will give WCFB at the end of the task, asking students to repeat the answers alongside T.

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