Brooks A Teasley Brooks A Teasley

TP8
Pre-Intermediate level

Description

This will be a grammar lesson where students will practice making predictions about the future using will (with definitely/probably), may, and might. It will begin with a lead-in [showing pictures of things where something is about to happen]. The lesson then goes into a presentation through the text including a gist task, followed by a GD/clarification of the language, along with MFPA. There will then be a controlled practice focused on accuracy, followed by a speaking practice where students use the language in a fluency activity. Finally, the class wraps up with DEC.

Materials

Abc Cutting Edge Pre-Intermediate
Abc Google Slides Presentation
Abc Worksheet - Word Document

Main Aims

  • In this lesson, students will practice making predictions about the future using will (with definitely/probably), may, and might.

Subsidiary Aims

  • To provide gist reading practice using a text about future activities in the context of [CONTEXT]]
  • To provide practice of [SECOND SECONDARY SKILL PRACTICED!!!!]

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

- T displays PPT slide with pictures [OF FUTURE STUFF] - What can you tell me about these pictures? - T discusses [SOMETHING] - [Time permitting] T elicits examples [OF SOMETHING] - T shows focus of the lesson, grammar used to make predictions about the future.

Presentation through the text (3-4 minutes) • To provide context for the target language through a text or situation

- T provides gist task using reading on a Word Document. - T shares screen with word document to SHOW students the task. - Instructions: Open the document in chat. Read the text quickly and answer the question: [QUESTION] You have two minutes to read. Do not look at the second task. - ICQs: If you have two minutes, do you need to read fast or slowly? (Fast) Do you need to focus on the general idea or specifics? (General idea) Do you do the second activity? (No) Okay, start now. - Ss open [word document/LINK]. and read. - Instructions: Discuss your answers with your partners for [1] minute. - T sends Ss to BORs to discuss their answers briefly. - T conducts OCFB and points out TL. How do they feel? - T tries to elicit [something]

Clarification/MFP (14-15 minutes) • To clarify the meaning, form and pronunciation of the target language

- T asks students to complete Guided Discovery task using the [word document/forms quiz]. - Instructions: Go to the [worksheet/link]. [T shows worksheet on screen.] Choose the correct answers in groups. You have three minutes. - ICQs: How long do you have to answer the quiz? (3 minutes) - Ss do exercise in groups. T observes and helps if necessary. - T conducts OCFB. - T reviews MPF of TL (see language analysis below).

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- T asks students to complete the Controlled Practice using the [word document/Google forms quiz]. - Instructions: Go to the [worksheet/link]. [T shows worksheet on screen.] Choose the correct answer and fill in the blank. You have three minutes. - ICQs: How long do you have to answer the quiz? (3 minutes) Good. Begin. - Ss do exercise individually. - [After time] Check your answers with your friends. You have 3 minutes. - Ss check answers in groups. T observes and helps if necessary. - T conducts OCFB.

Free Practice (5-6 minutes) • To provide students with free practice of the target language

- T tells students they are going to do a speaking task predicting things in the future. - T scaffolds the task by providing useful language on the PPT (and the Word document)

Feedback and Error Correction (4-5 minutes) • To provide feedback on student's production and use of language

- T writes on the screen samples of Ss’ production and performs DEC, attempting to elicit corrections and accurate pronunciation from Ss.

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