English Lesson Planner

Marion Worsley

Grammar. - Elementary level

Grammar.
Elementary level

Description

To review and practice the auxiliary verb To do, using the vocabulary and context of the listening passages used in the previous lesson.

Materials

Game. Word shuffle

Gap fill handout.

Match Q&A

Questionnaire.

Listening Transcript.

Game. Word shuffle

Gap fill handout.

Match Q&A

Questionnaire.

Listening Transcript.

Main Aims

To provide clarification as to the use of the auxiliary verb, To do and when to use Do, does, don't and doesn't, in the context of questions and answers and following the theme from the listening exercises of the previous lesson.

Subsidiary Aims

Speaking. To re- enforce pronunciation of individual words, sentence intonation and become more confident in the use of the grammar in a speaking context.

Procedure (35-44 minutes)

Warmer/ Lead-in (4-5 minutes) • To highlight the TL through the context of the Listening passages from the previous lessons, and the different ways in which it can be used. To use visual prompts to build a context that will generate examples of the TL

Using the transcript of the Listening exercise, the students are asked to underline the words Do and don't by skimming for specific information. They are then asked to pick out two examples from the text. For example, "Do you live in Edinburgh?", "I don't think it's important". Write their answers on WB, underlining TL. Ask the students if they remember if Gordon has a family Clan, to elicit the answer. Write on WB "Does he have a family Clan?" and "No he doesn't" and underline the TL.

Rules of the Grammar refresher (2-3 minutes) • To consolidate the rules for using Do, Don't, Does and Doesn't

Make a grammar box on WB, with TL and ask students to pick the relevant subject pronouns. Elicit some error correction. Is it " They doesnt like red?"

Checking TL use. (5-6 minutes) • Checking that the basic grammar rule has been understood.

Exercise 1, page 33, to be done in pairs A & B. After completion of exercise, get each pair to call out one answer, followed by whole class correction.

Vocalisation. Choral repetition and drilling. (4-6 minutes) • To get the students comfortable with the pronunciation of the TL in the context of a sentence.

Choral repetition and drilling of the sentences from Exercise one.

Practice exercise for TL and productive skill drill. (5-6 minutes) • To re enforce the use of correct Tl and practice speaking using the stress, pronunciation and intonation in a semi controlled task.

Exercise 2 from page 141. Individual task but followed by pair work where A & B take turns to question and answer each other. Placing special emphasis on correct pronunciation, stress and intonation.

Game. Word shuffle (7-8 minutes) • For the students to re organise words into the correct sentence order.

Split the class into two groups. A on one side and B on the other. Each group chooses an envelope full of word cards which they have to re ensemble to create the correct sentence which they then stick on the WB. The winning team is the first to finish all their sentences. Group check and corrections if necessary.

Speaking practice (5-6 minutes) • To get the students to practice the TL in context and in a semi natural environment.

Ask the students to mingle around the room, and fill in the hand out form, by asking each other questions and providing answers. listen out for any mistakes and write them down.

Final feedback (3-4 minutes) • Final feedback and error correction through eliciting to check that the lesson has been understood by all.

Write down on WB any mistakes overheard during the previous task and elicit some corrections. If there is time, I will add a few of my own and ask the students why they think these sentences are wrong. 1) You live in Scotland? 2) Live you in Scotland? 3) Does he Lives in Scotland?