New lesson plan: Functional Language (Weekends)

Fatih Tosun

Functional Language (Weekends) - Elementary level

Functional Language (Weekends)
Elementary level

Description

Ss will be looking at some examples of peoples weekends and talking about them. They will have to guess from the image who had a busy, a great, a quiet and a terrible weekend, followed by reading a text about the image to see if their guesses were correct. They will then have an exercise on matching words with the correct phrases followed by a short speaking in pairs using the phrases. Ss will then find the past simple form of the words and the T will go through them with some pronunciation practice as well. Ss will think of some things they did on the weekend using the phrases learnt and then in pairs ask each other with yes/no questions what they did on the weekend.

Materials

4 weekends powerpoint

Matching Exercise sheet

Fill in gaps worksheet

4 weekends text

Questions for weekend

4 weekends powerpoint

Matching Exercise sheet

Fill in gaps worksheet

4 weekends text

Questions for weekend

Main Aims

To provide clarification, review and practice of language used for activities in the context of weekends

Subsidiary Aims

To provide scan reading practice using a text about activities in the context of weekends

Procedure (37-49 minutes)

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

-Ss will discuss in pairs an image showing 4 people and try to figure out how their weekends went. -T will provide the questions in the form of "who do you think had a + adjective + weekend?" for Ss to match the people in the image to. -Text relating to the image will be given out for Ss to read and to check if they were correct.

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

-T will explain to Ss that they must match the words with the correct phrases and ask ICQs. -T will do one example on the board to show Ss. -T will hand out the exercise sheets after explaining the task. -While Ss work on the task, T will monitor to see if the Ss are struggling with any of it. -Fb will be in the form of an answer sheet and T going through some of the phrases the Ss struggled with, if there are any.

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

-T will explain to the Ss that in pairs they must take turns to test each other on the collocations. -Ss can use the previous matching worksheets to help them.

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

-T will focus Ss on the collocations and elicit the past simple forms of the verbs. -T will write them down on the board for Ss to copy and see the form. -T will then drill the Ss on the pronunciation of the verbs and choral drill the phrases.

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

-Ss will do a short gap-fill exercise using the past simple of the verbs provided. -T will explain the task to the Ss before handing out the sheets. -T will monitor the Ss to see how they get on, if there are still some mistakes then T will clarify these on the board.

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

-T will explain to Ss to think of 4 things they did last weekend. -They can use the phrases given or think of their own. -The Ss will then go around asking eachother what they did last weekend using the sentence form given by the T. These will be yes no questions, so for example "did you wash your car last weekend?", "No".