New lesson plan: Everyday problems

Nozha El ghawi

Everyday problems - Beginners - A1 level

Everyday problems
Beginners - A1 level

Description

This lesson introduce Everyday English in the context of listening task about " everyday problems". Three pictures are used to present the lesson and then lead to pre-teach three new vocabulary. The teacher tries to elicit the words related to each picture from the students. She then present six picture on power point with six words and asks the students to match these words with the appropriate picture. Next, the teacher presents the students with a handout including dialogue between different people in the middle of everyday problem and asks them to listen and fill in the gaps with the word they hear. Teacher monitors the students to make sure they are all on the task. After peer check. a quick whole class feedback is done. Following this, the teacher provide students with another handout has six pictures and six lines and asks them to match them. this stage is when the teacher highlight the target language to students focus on. After a peer-check, a whole class feedback is done. At the end of this stage the teacher clarify the target language on the board for the students to understand and learn the meaning, form, and pronunciation, and also a whole class feedback is done. Now it is time to provide semi- controlled practice focused on using the target language accurately and productively. Which students in pairs, practice one or two conversations and act them to the class.

Materials

No materials added to this plan yet.

Main Aims

To provide practice and clarification of language used for making request, asking for help, in the context of everyday problems

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of accidents, direction

Procedure (31-44 minutes)

lead-in (5-10 minutes) • to generate interest in the context of the listening

T using power point, will introduce pictures of an accident, ticket machine, and direction. T will elicit the words from the students to make them interested in the lesson. Then T introduce another pictures with words about everyday problems. T discuss these pictures with Ss and then T asks Ss to match the words with the pictures.

listening task (8-10 minutes) • To contextualise and introduce the target language

T provides a handout contains six different conversations as fill in gaps activity. Each conversation is between two people facing an everyday problem. T introduce the listening task for Ss to fill the gaps. In pairs Ss check their answers and then T do WC FB.

Highlight target language (5-7 minutes) • to clarify meaning, pronunciation, and form for the students to understand and learn them.

T provides Ss with a handout contains six pictures and another cards contains different sentences. Each sentence describe one picture, so Ss in groups have to match the pictures with the sentences. Then T do feedback with the Wc

clarifying target language (5-7 minutes) • to clarify meaning, pronunciation, and form for the students to understand and learn them.

T using the sentences in exercise 3, will clarify the language here. If we focus on the sentences we can find that they are using can/can't and present simple. T explains the meaning and pronunciation, and gives a quick revise for both can/can't and present simple.

language practice (8-10 minutes) • to practice the language both accurately and productively

In pairs, T asks Ss to practice one or two conversation and act them to the class. while Ss practice the language T takes notes and do WC feedback to correct Ss mistakes.