Sana ZAHER Sana ZAHER

Materials

Abc Handouts
Abc Strips of paper
Abc OHP

Main Aims

  • In this lesson, Ss will practice some adverbs that help make a story interesting for a listener. The adverbs are of different nature such as manner, feeling and time. Further, Ss will try to include the adverbs in the story they are going to finish using their own imagination in the speaking stage.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of imagining a happy or dramatic end to a story.

Procedure

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

Knock off / T elicits from the students . knock at the door , if the bicycle was hit by a car Check meaning through CCQs If I hit someone just like this, does it mean I knocked him off? (NO) Is it dangerous ( Yes) T drills it individually then small group ‘ Knock off then show the stress on the board’ To apply for a job : CCQ's : if you want to get a job what do you do? You have just graduated, what is the first step you do? Project a situation picture: context: cv What for? Run over to : CCQs What do you do when your best friend feels down ? Lost touch : CCQs: Do you have friends that you no longer see? (yes) Why aren’t you in contact? Do you have his telephone number ( No) So what happens?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T divides the class into two groups and asks them to stand up. The first group will be given the first set of sentences while the second one will be provided with the sentence completion. T demonstrates with one of the student ICQs : Is anyone going to choose more than one partner ( No) Set a new instruction : Now try to rearrange yourselves in a way to make a paragraph The two first ones will write their sentences on the board. Each student has to find his partner. Then after finishing this task, they will be asked to put them in the right order so to make a story plot. Ss check the best peer to complete their sentences.with. T provides the answer key.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Fell down: T projects a picture and elicit answers from the students. Strick diet: T show a picture of a lady before and after a strict diet. Ccqs : can you spot the difference?

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

1-Draw students attention to the exercise: look at the exercise on the handout . Now you are going to read each sentence and make use of the adverbs below T makes a demo ( Do the first example ) ICQs: Are you going to write a paragraph Are you going to write or just speak? Are you going to work alone or in pairs They work in pairs Each student is going to nominate the next participant to provide answers. T takes notes of common errors .

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T highlights common errors made by students during the speaking activity. Ss try to correct the mistakes . T provides feedback .

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