English Lesson Planner

Jane Louise Chatterton

TP6 - Elementary level

TP6
Elementary level

Description

In this lesson students will develop their writing skills in the context of describing a town or city. They will do this through listening in which they will identify different introductory phrases, and through a reading in which they will recognise the organisation of the text. They will practice these new skills through a freer writing practice in which they will write about a town or a city of their choice.

Materials

Wmbfavy4rao7qailljym short sample reading

Reading text

Key phrases

Reading text

Key phrases

Main Aims

To enable the students to be able to use set phrases ( one of the most important places is... , a typical food is...) and correct structure in writing in the context of describing a place.

Subsidiary Aims

To provide practice for students in listening for gist and listening for detailed answers in the context of describing a place.
To develop students skills in reading for gist and reading for detail in the context of describing a place.

Procedure (30-45 minutes)

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

Teacher asks students how old Istanbul is? What was it called before Istanbul? Teacher asks students in pairs to think about important places in Istanbul, general information, famous people and special food. (only 1 minute) Teacher elicits answers from students and writes them on the board

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Teacher shows the students the pictures of Rimini and asks them what they can see in the pictures. Teacher tells the students that they will listen to two people talking about Rimini. Students need to listen to see which things are mentioned: general information, important places, famous people and special food. Students check with their partner. Teacher elicits the answers.

Highlighting (2-3 minutes) • To draw students' attention to the target language

Teacher gives them the key phrases and gives students a minute to read through them. Teacher replays the listening and students tick which ones they hear. Students peer check. Teacher elicits the answers

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher highlights a few words/ phrases and elicits the meaning from them. Capital City - Are Ankara, Paris and London capital cities? Is Istanbul a capital city? 'One of the most important places...' Are there lots of important places? Yes Are they talking about all of them? No How many will they talk about? 1 Teacher will draw their attention to the structure and the 's' on places. 'A typical food from... is..' Do lots of people eat this food? Yes Can you get this food another city/ town? No/ maybe Is it more famous here? Yes What type of word is it? Adjective

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Teacher explains that students will complete the key phrases about Istanbul. (3mins) Students complete individually. Students check as a group. (2 mins) Teacher elicits a couple of answers from students.

Exposure (2-4 minutes) • To allow students to get a general gist of the reading first.

Teacher tells students that they will read through quickly and decide what 4 things the reading is talking about. Peer check Teacher elicits answers

Highlighting (3-5 minutes) • To draw students' attention to the structure in writing

Students read the passage again and in pairs decide where one idea finishes and another one starts. Students come to the board and show where the breaks are in the passage.

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

Students write a short paragraph on Istanbul in pairs. Teacher clarifies that they can work in pairs on all of it or one student does one paragraph and another student does another. Teacher monitors for issues and some good and bad sentences for feedback

If time allows - Presenting • To allow students to share their writing with the class

If time allows, get some students to present their writing to the class.