English Lesson Planner

Mahmoud Dahman

- Intermediate level

Intermediate level

Materials

No materials added to this plan yet.

Main Aims

To provide review and practice of the past simple in the context of donating

Subsidiary Aims

To provide gist and scan reading practice using a text about Twitter accounts in the context of donating

Procedure (52-64 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Write "It's better to give than to receive" on the board and ask Sts what it means. elicit different ways of giving others things for free. Now display the photos of the shoeshiner and elicit what he's job is and what a person like him can give to others for free. Have Sts work in pairs to discuss those questions.

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

Have Sts skim the text to find out what the shoeshiner gave to others and why. Sts discuss answers in pairs.

Exposure (6-8 minutes) • To practice scanning for details in the reading text

Sts read the text again and answer comprehension questions (ex.1). They compare answers in pairs before WC feedback.

Highlighting (3-4 minutes) • To draw students' attention to the target language

Ask Sts to underline the past simple verbs in the text and put them in two different groups (regular vs. irregular). Go over the list as WC.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Write "Javier handed over the password for the Twitter name @ridodejaneiro to Rio de Janeiro city hall." on the WB and elicit the meaning, use, and form of the verb ''hand over''. Elicit the negative and question forms of the verb. Now write" He was a graphic designer" Elicit the negative and question forms of the verb 'be' in the past. Write the following verbs on the board and ask which verb ends in ?d/, /t/, or id/. confirmed voiced accepted Ask Sts to listen and repeat the verbs. Have them think of other verbs that end in these different sounds. Have individual sts come to board and write their answers.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Sts complete a gap-fill activity (ex. 2) using verbs in the past simple form. Ask them to check answers in pairs before you display answers on the board.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Sts work in pairs to talk about three different topic in the past (ex. 3): Give Sts one-two minutes to prepare for the speaking task. While Sts are doing the task, monitor them and write down common errors for later eorror correction session.

Feedback (10-12 minutes) • To comment on Sts's production and pinpoint common errors

Praise students for the useful language they used in the previous task. Write on the board some correct and inccorect sentneces from the Sts' production in the previous task. Ask Sts to work in pairs to identify the incorrect snentences and correct them. Have Sts come to the board and correct the wrong ones. Ask Sts to write a paragaph about their first day at university as homework for next class.