New lesson plan: having a bad day, past continuous

fateme

having a bad day, past continuous - pre intermediate unit 9 lesson A level

having a bad day, past continuous
pre intermediate unit 9 lesson A level

Description

In this lesson SS are going to learn past continuous through a short reading and the class is will be started by a discussion. after teaching the lesson, it will be followed by some controlled practice and freer practice.

Materials

touch stone book

audio track

gap fill hand out

picture

touch stone book

audio track

gap fill hand out

picture

Main Aims

To provide clarification and practice of past continuous tense and simple past in the context of things go wrong

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation and storytelling in the context of thing

Procedure (45-59 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

ss talk together about if they have done sth that embarrassed them? or made them sad? why? explain the story? what happened exactly? teacher gives SS example. " 2 weeks a go when I was using my cousin's laptop, I cleaned all her photos accidentally . i was really embarrassed and I apologized many times. that was my bad.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

after eliciting SS answers. show them a picture( a woman is cooking while talking on the phone and her children are around her) tell ss to talk about her and describe the picture in their group and if they had similar situation before.

Highlighting (2-4 minutes) • To draw students' attention to the target language

elicit ss answers and again SS are going to talk about 3 pictures in their books. . write 2 sentences on the board. 1- yesterday at 12 she was cooking. 2- the phone rang. ask SS to join 2 sentences together.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

meaning : the phone rang while she was cooking. what did she do? what happened next? did she start her cooking before S.O phoned? what was she doing when the phone rang? did she finish her cooking? elicit the form and write it and then draw the timeline on the board. elicit examples. physical response. give SS instruction to do then do an interrupting action and make SS to respond and make questions/ for example : while i was walking you dropped the marker. work on the pronunciation features such as falling and raising intonations. and also review past simple irregulars.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

part 2 and 3 grammar page 87. Instruction: do it alone and then check it in pairs. feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

in pairs ss say one part the other complete the interrupted action. example: S A: while i was watching TV........ S B: my mom called me.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

hotel robbery: show a picture or clip of a hotel. explain it shows a particular time yesterday. imagine you were that person and think what they were doing at that time . the lights went off and it was pitch dark. many people were robbed! next morning the police questioning every one. in each group there is one police and other people are suspects. they should bring logical reasons/ or draw ur life line and explain necessary info. birth, living university and school travel work place marriage...... example : when i was studying at university I saw the love of my life. her name was..... and we talked together.............