New lesson plan: Life changes , To be Going to (positive and negative)

Farzaneh Amini

Life changes , To be Going to (positive and negative) - Beginner - A1 - Face2Face SB level

Life changes , To be Going to (positive and negative)
Beginner - A1 - Face2Face SB level

Description

in this lesson, students learn about the "going to, positive and negative" through guided discovery based on a reading text about life changes. This lesson starts with teacher's plans for future. This is followed by a text about future plans. Students then find the meaning and form through the text. Finally, the class ends with a discussion about students' plans and reporting them to the class.

Materials

Sentence Completion HO1

Grammar Form Ho2

Controlled Practice Ho3

Sentence Completion HO1

Grammar Form Ho2

Controlled Practice Ho3

Main Aims

To provide clarification and practice of To be going to, positive and negative, in the context of life changes

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of life changes and future plans

Procedure (29-47 minutes)

Lead in / building context (3-5 minutes) • To generate interest in the context of thea reading passage about " life changes"

- The teacher enters the class and asks about the students' weekend plan, (What 's your plan for the weekend?) (eg .Student: I want to go to the cinema) - After giving a short feedback, the teacher projects her own plans on the board/(or stick them on the walls) only one of them is correct about her. - The students talk about the teacher's plans. They decide which one is true about the teacher. Feed Back: WC-FB will be done. Monitoring will be done during the stage.

Reading the task (5-8 minutes) • To introduce the target language via the text, regarding future plan in the context of life changes

- Projecting the photo of four people named Kamil, Isabella, Ali and Colette on the board. - Handing the students a text about these four people's future plans. - Students are supposed to read the text and put the name of the people in the appropriate place. ICQ: Are you going to read it alone? (yes) Can you write the name of a person twice? (yes) Feedback: Students come to the board to complete the task. Answer key will be projected at the end. Monitoring will be done throughout the whole stage.

Highlighting target Language (3-5 minutes) • To highlight the target language by use of an underlining and eliciting

- Students are supposed to underline all verbs regarding the future plans in the text. - The verbs will be elicited at this stage. - Students will be asked to underline one routine activity and one future plan in order to distinguish them from each other. The teacher asks the students: Which one is a routine action? Which one is the plan? eg: He studies Medicine, He is going to be a Dr.

Clarifying target language (5-7 minutes) • To clarify the meaning of TL, Form and pronunciation (MFP)

Clarifying Meaning : 1 - Are we talking about everyday routine or Future? (future) 2- if I say I'm going to leave my job, what is My plan? (leaving the job) 3- Tell me one of Ali/Kamil/Isabella/Colette 's plans. Clarifying form: 1- Students will be given HO2 (Form of the grammar) 2- They are supposed to put the four sentences in the chart (positive and negative) 3- The part of speech will be elicited. Clarifying the pronunciation: 1- The teacher emphasizes on the sentence stress and marks them on the board. 2- Backchain drilling 3- Substitution drilling

Language Practice 1 (3-5 minutes) • To provide controlled practice with focus on the form

- Students will be given HO3 - they are supposed to fill the gaps with the correct form of the verb. - Peer checking the answers. - After some individual feedback, the answer key will be projected. Monitoring will be done attentively.

Language practice 2 (3-5 minutes) • Tp provide semi-controlled practice with the focus on the form

Students will be given 3 prompts (Next week, Tomorrow morning, After class) - they are supposed to continue the sentences in order to be true for them. - Students will sand up and find a new partner to peer check. Monitoring will be done attentively throughout the whole stage. Feedback: -finally, while seated, Students read each other's sentences out loud in order to see they are correct or not.

Language Practice (Free practice) (5-8 minutes) • to provide free practice in order to activate the TL

Students will be given limited time to talk about their own real plans in a group. Students are supposed to report the same or different plans to the lass. The reporter of the group will be chosen in advance. Monitoring Will be done attentively.

Feedback and Error correction (2-4 minutes) • to establish correct answers

The teacher will employ a delayed correction technique. The notes will be given to different groups. Ss are supposed to correct the mistakes of other groups. The answers will be read out loud to check whether they are correct.