New lesson plan: Subject and Object Pronouns

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Subject and Object Pronouns - A2 level

Subject and Object Pronouns
A2 level

Description

In this lesson, students will recognise referencing using pronouns and the use of adjective antonyms in the context of studying. This lesson will start with a discussion about two pictures(messy and a tidy desk) that I put on the board.Then, they will read an online student forum article about a research on two different types of studying. This is followed by an activity that will highlight the target language. Then, I will clarify the target language and move on to controlled and free practices.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of pronouns in the context of studying

Subsidiary Aims

To provide review and practice of adjective antonyms in the context of studying

Procedure (48-75 minutes)

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

I will start this lesson by showing pictures to students. These pictures will show us two pictures one is a messy desk and the other is a tidy desk.Then, I will ask students what they see in both pictures, is your desk messy or tidy .and which one do they prefer to study and why. I will pair up students and ask them to discuss these questions with their partner. I will give them 3 minutes for this activity and I will get some answers from students.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Students will read a text about a research on studying, but before reading, I will ask them Is this text about a research?After they read I will ask them what they understand from the text and what do they think about the research.

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

First. I will pair students then, I will give students a handout including a marker sentence that will help them to highlight and discover pronouns. They will do the guided discovery sheet with their partners. I am planning to use a projector to display the handout. I will get the answers from students so that I can clarify the mistakes. I will provide students with an answer key as a feedback.

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

They will do the guided discovery sheet with their partners. I am planning to use a projector to display the handout. I will get the answers from students so that I can clarify the mistakes. I will check their understanding with simple CCQ's. I will provide students with an answer key as a feedback.

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

The students will read the text again. This time I want them to pay attention to the words written in bold. Then, they will do exercise 4 on page 52, this simple exercise will help them to fully comprehend the use of pronouns.

Semi-Controlled Practice (5-10 minutes) • To concept check further and prepare students for free practice

The students will read another text within the same context. They will do exercise 5 on page 52. They will use words written in bold to answer the questions. Before giving whole class feedback, they will check their answers with their partner.

Reminder (8-10 minutes) • To check students knowledge of adjectives so that they can use adjectives in the free practice.

Before I move on with free activity, I will help students to recall some adjectives. So, I will ask students to recall the pictures we have talked about at the very beginning of the lesson. I will ask them how are the desks in the pictures? They probably will come with the answers '' messy'' or ''tidy''. Then, I will ask them Are these adjectives ? I will clarify the concept of adjective antonyms over the examples they have given me.

Cobtrolled Practice (4-8 minutes) • To practice use of adjective antonyms within the concept of study

I will pair students and ask them to find and underline adjectives from the text we have read.Then, they will do exercise 7b on page 53.There will be peer check and we will go over the answer together. I will give whole/class feedback.

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

I will pair students and I will ask them to describe their desk or bedroom to each other. But, I will remind them to use pronouns instead of repeating nouns and adjectives that we have learnt. I will give 5 minutes to students for this exercise. Then, I will get answers from some of the students. I will listen to students while they are on task and note down some of their mistakes. Then, I will do delayed error correction.