New lesson plan: TP2 . Grammar

radwa hassan

TP2 . Grammar - Intermediate level

TP2 . Grammar
Intermediate level

Description

After this lesson , the student will be able to differ between stative and dynamic verbs . In this lesson , the student learn about two kinds of verbs stative and dynamic , stative one which you can't use them in continuous form and it comes in some cases such as (five senses , opinion form , emotion verbs, ...) generally , it comes in form where you can't see the action of verb , in another meaning stative verbs are used to describe states which continue over a period . dynamic one has another name " action verb" , simply it is in (ing form ) it has a meaning of ( something which happening within a limited time ), generally , this form describe action which you can see it . the student learn all of that mainly by taking some examples .

Materials

Fku0zvpcrvyovhpvi0dr newinsideout intermediate ssbk u3 pp20 23

Inside out intermediate student book

Main Aims

To provide clarification and practice of dynamic & stative verbs in the context of relationship.

Subsidiary Aims

Let the students have a sense of why we use (the ING form ) and why we don't use in some verbs
To provide the meaning and using of dynamic & stative verbs and the difference between them in usage for the students .
By more questions , student can catch the main concept of using dynamic and stative verbs in sentences .

Procedure (30-43 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Today's lesson is grammar , so it is an open field to bring what will make student having a sense before present the direct aim of lesson . I will bring 4 photos . 1st - about someone who is pushing his car . (verb push) 2nd - about man who is running . ( verb run ) 3rd - man who has a car . ( verb have) 4th - girl who loves her mother . ( verb love )

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

As a teacher , I ask students to read the 4 passage in the page no. 20 a quick reading , also ask them to make attention to verbs and their tenses . then ask the first group from the passage of Alison to mention a sentence which contains verb " take after " and what is it's form? and the second group from the passage of Chris sentence which contains verb " Play" and what is it's form or tense ?

Highlighting (1-2 minutes) • To draw students' attention to the target language

While students are reading I will highlight: Ben is (1) looking at the camera but he (2) looks serious.

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

As a teacher , ask student to read EX.1 which is following by some Qs and give them 2 minutes to read and answer , then I will check answers with them . then I start to clarify the main part of the grammar lesson ( dynamic verbs and stative ) .

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Every group choose one , then I show him the picture with the sentence on it in dynamic or stative form whatever , then he should answer as if it is right or wrong , two sentences to every group .

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

For EX. 2 and EX. 3 , It's simple and identified . EX.2 Complete the description using the present simple or the present continues EX.3 Do these verbs describe actions or states? Underline the correct from. all student should answer in a group . then each group choose one to say answers in public .

Free Practice (5-7 minutes) • To provide students with free practice of the target language

I write 8 verbs on board , then every group will take 4 verbs and put them in 4 different sentences which vary from dynamic to stative , then one from the group say one sentence which they wrote , the other group say if it is correct or not and what is it's type as dynamic or static ? , and it repeat it with all 4 sentences of each group . Verbs are ( like , smell , need , touch , go , own , think , imagine )