New lesson plan: TP4 LP_TemisPerez

Temis Penelope

TP4 LP_TemisPerez - Pre-Intermediate level

TP4 LP_TemisPerez
Pre-Intermediate level

Description

TP4 Temis Perez GRAMMAR (Text-based Framework) By the end of the lesson, students will have had clarification on the meaning, form, and pronunciation of past simple in the context of relationships and practiced this in a controlled and freer exercise.

Materials

Student book

Worksheet AK

Worksheet S

Jamboard

https://docs.google.com/document/d/14icEObIO3d6kXienm2XtcViq-g6GKejEXS8zvGkyfLc/edit

Student book

Worksheet AK

Worksheet S

Jamboard

https://docs.google.com/document/d/14icEObIO3d6kXienm2XtcViq-g6GKejEXS8zvGkyfLc/edit

Main Aims

By the end of the lesson, students will have had clarification on the meaning, form, and pronunciation of past simple in the context of relationships and practiced this in a controlled and freer exercise.

Subsidiary Aims

Learners will have also practised reading for gist in the in the context of relationships.
Learners will have also practised their fluency for speaking in the Post-task discussion, using expressions in the past simple, in the context of relationships.

Procedure (33-45 minutes)

Lead in (5-7 minutes) • To engage learners and activate their previous knowledge of topic area

Teacher shares worksheet with students and makes sure they can open it. Teacher will display an image related to relationships on the screen and will point out the questions on the board. Instructions: Discuss in pairs the following questions. 3 minutes Learners work in pairs in breakout rooms and discuss the questions. Teacher conducts OCFB and confirms the ideas given.

Presentation- Gist reading (3-5 minutes) • To stimulate students' interest and become familiar with the text

Teacher makes reference to the text in the worksheet. Instructions: Read the text and answer the 2 questions. 2 minutes. ICQs: Are we reading for much detail or just to answer these questions? (Answer these questions) T conducts OCFB and confirms learners’ ideas orally.

Presentation- Guided Discovery (10-15 minutes) • To allow students to discover the rules of the target language

Teacher makes reference to Activity 3 in the worksheet. Instructions: In pairs, complete the activities in Exercise 3. Select a, b, or c; and complete the tables. 10 minutes. ICQs: How much time do you have? (10 min) What exercises do you have to complete? (Activity 3) Students work in breakout rooms to complete the Guided discovery activity. Teacher conducts OCFB and shows answers on the board. Clarification is given where necessary.

Controlled practice (5-7 minutes) • Have students practice the target language in a controlled exercise.

Teacher makes reference to Activity 4 in the worksheet. Instructions: In pairs, read the statements and fill the blanks with the correct form of past simple. Teacher demonstrates the first exercise. 4 minutes. Students fill in the blanks using the correct form of the target language. Teacher conducts OCFB and shows answers on the board. Clarification is given where necessary.

Freer practice production (5-6 minutes) • To get students to produce the language in a communicative task

Instructions: Share with your partner: How did you meet your first love? ///Teacher demoes the expected production before sending students to breakout rooms./// 5 minutes. S-S Students work in pairs in breakout rooms and discuss how they met their first love. T Teacher monitors the groups for the following OCFB.

Feedback (5-5 minutes) • To provide learners with feedback on the completion of the task and language

Teacher conducts DEC and OCFB following up on the productive stage (discussion). Teacher writes on the screen samples of learners’ production and sets an open group task for learners to identify the correct and incorrect sentences and correct the latter ones. Teacher conducts OCFB and confirms corrections.