Christopher Gatch Christopher Gatch

TP6a
Elementary A2 level

Description

In this lesson, Ss will focus on grammar with a heavy emphasis on was/were/wasn't/weren't. Ss will begin with a vocabulary board rush, which will segway into the first listening activity. The listening activity will be utilized to introduce grammar. A reading activity will be presented where Ss determine the correct grammar, a follow up to the grammar teaching. Then, a second listening activity will be provided, where questions are answered. Lastly, a delayed error FB session will ensue.

Materials

N2r74varqiyf0uhf9z85 boardrush.pages Board-rush vocabulary
C7d3axsusxw8mt4rgky5 listening1.pages Listening Activity 1
Igi7qke1suwf2bbyow6b gapfill.pages Gap-fill HO
I5l40rhctuqotal6rx5v 2ndlisteninggw.pages Listening activity 2
Izqyq9fqs6ecm5ojt91b print4xtrapractive.pages Further practice.

Main Aims

  • To provide clarification of the TL (Was/Were/Wasn't/Weren't) in the context of Parties

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about good times and bad times in the context of parties
  • To provide gist and detailed reading practice using a text about good and bad times in the context of parties

Procedure

Lead-in (3-5 minutes) • Introduce and review vocabulary for the listening and reading assignment to follow

Ss will visualize words on the board. Ss will line up in two lines and rush the board for the correct vocabulary words according to the clues given.

Introduction to the TL (6-8 minutes) • To introduce Ss to the TL in the form of listening

Ss will listen to the TL within context, then the Ss will receive the text and underline words within the text via the receptive skill of reading. This will achieve the sub-aims of listening for gist and reading for detail. Ss will receive FB using PW.

Controlled practice with the TL (10-12 minutes) • To clarify areas of the target language where students have difficulty

Clarification of the TL (was, were, wasn't, weren't). I will begin with the positive form of the TL and give the Ss a gap-fill HO and then move to the negative and hand the Ss a HO. WC FB will follow both positive and negative sections. It is my hope that through breaking down the material the Ss will easily absorb the new concepts.

Further Controlled practice with the TL (4-6 minutes) • To provide an opportunity for Ss to practice the target language.

Ss will receive a HO with a paragraph in which Ss will have to circle the correct term. Ss will discuss answers using PW and then be given the correct answers. This HO gives Ss more freedom and choice than the previous HO, but still remains controlled practice.

Semi-Controlled practice with the TL (12-15 minutes) • To provide an opportunity for Ss to listen to practice the target language through the receptive skill listening and the productive skill of writing.

Ss will listen to the audio sample and answer questions about the track. The Ss will begin the activity by being asked, "was Margaret's birthday party good?, Why?" Then, Ss will listen to the audio recording for gist and answer the question in PW. Lastly, Ss will be given a HO with questions about the audio recording. Ss will view the questions and then listen again for detail. Ss will answer the questions together in groups. FB will be WC.

Delayed error feedback (2-5 minutes) • Review of the TL

Ss will view sentences on the WB. Ss will correct sentences as a WC.

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