Sarai Medina Sarai Medina

TP7
Upper Intermediate level

Description

Description In this lesson, learners will practice passive voice in present and past simple forms through guided discovery based on a short history of ice cream. The lesson starts with a quick brainstorm in pairs about ice cream facts. This is followed by a gist reading of a text about the history of ice cream where students identify the general aspects of the text. Next, there is some language analysis through the identification and completion of main verbs and gap fill exercises using the TL. Finally, free practice through a conversation of the origin of a food they know.

Materials

Edit?usp=sharing?size=16&default=html A Short history of Ice cream text
Edit?usp=sharing?size=16&default=html Jamboard Analysis Activity
Zraa6zk8tsjofvrn9?size=16&default=html Passive Voice Gap fill

Main Aims

  • To provide practice of passive voice in present and past simple in the context of ice cream origins

Subsidiary Aims

  • To provide gist reading practice using a text about a short history of ice cream in the context of ice cream origins
  • To provide fluency speaking practice in a conversation in the context of food origins

Procedure

Warmer/Lead-in (2-5 minutes) • To set lesson context and engage students

- T writes question on the whiteboard. What do you know about ice cream? - Learners share their ideas in break out rooms and later write them in the chat. - T conducts OCFB

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

- Instructions: You will now read a text about the history of ice cream. - T shares screen and gives instructions. - Instructions: Read the text for 2 general ideas. ignore the gaps for now. - T demos the task. - ICQ's: What will you do with the gaps? (ignore them) How many general ideas do you need to identify? (2) - Learners gist through the text and identify two general ideas. - Learners compare answers in pairs when they are done. - T conducts OCFB

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Instructions: You will now look at some parts of the text a bit more closely. - T shares screen and reads instructions. - Instructions: Underline the main verbs. - T demos the task with the help of a learner. - ICQ's: What do you need to underline? (main verbs) - T shares link to Jamboard activity - Learners complete task in pairs and check their answers when they are done. - T shares screen and conducts OCFB and covers MPF. Example: - It is known CCQs: Is this referring to a fact? (yes) Is it true always? (yes) Form: subject+verb to be (present simple)+verb in past participle. Pronunciation: /ɪt əz noʊn/ or /ɪts noʊn/

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

- Instructions: Now that we have clarified what passive voice is and how it is used it's time to try it. - T shares screen and reads instructions. - Instructions: Read the text and choose the word that completes the sentence. - T demos the task. - T shares link to Google forms. - Learners read and answer individually. They compare answers in pairs when they are done. - T conducts OCFB

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

- Instructions: You will discuss the origin of a food using the language from this lesson. - Instructions: Do you know the origin of a food? Share with a partner. - T models the task. - ICQ's: Are we using the lesson's language? (Yes.) - T conducts OCFB

Delayed Error Correction (5-6 minutes) • To allow learners to get feedback on the contents and language of their production.

- T monitors and collects language samples. - T guides learners to identify good uses of language and correct erroneous samples of language. - T conducts DEC

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