New lesson plan: Copy of TP#3a

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Copy of TP#3a - A2 (Elementary) Level level

Copy of TP#3a
A2 (Elementary) Level level

Description

In this lesson, Ss will be reading and speaking using common prepositions of place. Ss will start off with a warmer involving a number of pre prepared, annotated photographs. The group will be divided into 2 teams and the teams will take turns in receiving a photograph and sticking it in one of 3 columns; On, In or at. A correct placing scores a point, incorrect loses 1 point. Following this exercise, I will be conducting a guided discovery session with a volunteer/s from the class using a child's monkey toy to elicit some further prepositions of place to either present and demonstrate these for the first time or revise them for some Ss. I will then introduce Ss to an exercise using a simple map, with 3 different sets of questions to practice their understanding and to explore the vocabulary further. This will be followed by a while reading task with two different copies of the same transcript, with two separate sets of missing prepositions. Ss will be asked to prepare some questions using the interrogative questions we covered in last Friday's lesson, in order to fill in the gaps. If time permits, I have prepared a further game exercise involving cartoon images of a cat and a dog being projected on to the WB and Ss attaching appropriate prepositions on paper to the cartoon diagrams. At the end of the lesson I will cover any appropriate FB and review and problems that arise during the lesson.

Materials

No materials added to this plan yet.

Main Aims

To provide Ss with an opportunity to practice their receptive skills through reading and deduction of questions based on a map based exercise, based on V that is introduced and revised in the class. The second aim is to give Ss an opportunity to practice their production skills through writing appropriate questions to elicit answers that are missing words in a text. This will help them to focus on developing their fluency in vocabulary and grammar we have already covered and allow controlled practice of the new Vocabulary and grammar presented today

Subsidiary Aims

The questions Ss will write are based on some aspects of the interrogative question grammar I covered in my lesson with the group on Friday.

Procedure (40-49 minutes)

Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students

Ss are divided into 2 teams, men and women, as this seems to work quite evenly at present. T will draw 3 columns on the WB, with headings of In, On and At. These are 3 prepositions of place that are often problematic for students. Students will then come in turn from each team and be handed a prepared photograph of a location which has been annotated and backed with adhesive. they will stick it to the WB in the corresponding column, a correct placement will get their team 1 point and an incorrect placement will have a point deducted.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

For this section T to get a volunteer, or more than one to maintain interest and keep it upbeat. Using a child's monkey toy, which I'm using particularly to highlight the difference between opposite and in front of, as it has a face, I will elicit and, if necessary, drill and ECDW various common prepositions using the monkey's proximity to the volunteer. These will be behind, on, under (This might be illustrated with a table or chair, rather than the volunteer!), in front of, next to, in (also not illustrated via our poor volunteer) and over. During this session, I will elicit and ECDW as appropriate.

While-Reading 1 (12-15 minutes) • To provide students with less challenging gist and specific information reading task

This is an exercise which involves a simple map with streets and a number of locations and questions. As a gist question, Ss will be told to consider the vocab we have reviewed so far and answer the questions about the position of the places on the map. At that stage I will ask them to form pairs to discuss the answers and monitor closely. . There are two further sets of questions, which I will give according to time. To save time, Ss will be given answer keys at the end of the exercise. There are two further stages to this exercise with keys, which I will give out according to time taken to fill in the first part.

While-Reading/ #2 + Speaking (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks. Also to practice speaking last week's grammar re interrogative questions.

Ss are divided into 2 groups...depending on time restrictions, I might do this via picking colours or a line up. The two groups, awesome and fabulous are given two passages which are the same, but have a different set of 8 words missing. As gist question, I will ask the Ss to consider what they are missing an interrogative question to obtain the answer. Ss will then do this for the remaining 7 gaps in their respective texts. I will monitor this activity closely as I'm certain some of the class will struggle to do this task fully. If they can do some questions, it will benefit them. Then the students will join a partner with a different hand out and WITHOUT THEM SHOWING IT TO THE PARTNER, something I will stress beforehand, they will elicit the answers from each passage that they need. I have a key for this exercise to save time and to close the activity.

Post-Reading/Listening (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

For this section I have a further energiser if required, involving further prepositions of place corresponding to a series of cartoons. It is not envisaged, however, that there will be time for this. In this section, I will close the lesson by reviewing any problems I have observed through my careful monitoring and review with WC on the WB.