New lesson plan: Veronika Oztortop-TP7a-Skills-Speaking

Veronika

Veronika Oztortop-TP7a-Skills-Speaking - Beginner level

Veronika Oztortop-TP7a-Skills-Speaking
Beginner level

Description

In this lesson, the students will follow up the previous lesson about abilities by further developing on theses terms. They will discuss their own and their classmates' abilities while doing a questionnaire. They will practice their receptive skills reading a text about Juan Uribe, an actor, and the activities he can do or can not. Finally they will write a short paragraph about their partner's abilities.

Materials

No materials added to this plan yet.

Main Aims

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

Subsidiary Aims

To provide process writing practice of a a letter about classmate's abilities, likes/dislikes

Procedure (34-50 minutes)

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

T hands out two sets of flash cards. Ones with pictures and one with words. Have the Ss match the words to the pictures in pairs. The Ss check other pairs.

Prepairing to write while speaking (5-7 minutes) • To provide ideas to speak/write about

Ask the Ss to learn who can play the piano/ speak Arabic, etc. in class walking and asking questions to each other. Give HO. Check asking who can....in class?

Prepairing to write while speaking (6-8 minutes) • To provide ideas to speak/write about

The Ss play a chain game. Organise the Ss into a circle. Give an example: Aslı can cook well. I can drive a car. Next Ss repeat the previous students' abilities before saying his/her own. After the Ss will write their classmates' abilities on a piece of paper as much as they can remember. The one who writes more wins.

Useful Language (5-8 minutes) • To provide and clarify language which learners may find useful for completing the writing task

Pre-teach vocabulary (violin, milk caramel, journalism) using pictures, ICQs and gestures. Show HO of a model reading. Ask to read it in 3 minutes.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Ask the Ss to write a letter about partner's abilities, likes and dislikes. Check the Ss understanding of the task using CCQs: Are we writing a letter about ourselves? (No) Are we writing a letter about our partner? (Yes) Are we working individually? (Yes) Monitor obtrusively while writing. The Ss swap the papers.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Give feedback on the WB.