English Lesson Planner

Cengiz Tanik

TP 5 - Elementary level

TP 5
Elementary level

Description

In this lesson students focus on 'there is/are' in affirmative, negative and interrogative forms and practise listening skills as pre-activity and speaking skills as post-activity using the target language.

Materials

House pictures

Fdyr9jq4rsezc6nw5dog straightforwardel cd1 47

Listening text CD1 Track 47

Xk918ud1sfas6qgwldcc three quesitons listening for specifi info

Questions handout

Worksheet 1

Worksheet 2

House pictures

Listening text CD1 Track 47

Questions handout

Worksheet 1

Worksheet 2

Main Aims

To enable students to extend their understanding and use of there is/there are for highlighting affirmative, negative and interrogative forms in the context of a listening text about 1600 Pennsylvania Avenue.

Subsidiary Aims

To enable students to develop their listening skills in the context of a text about 1600 Pennsylvania Avenue

Procedure (45-54 minutes)

Warmer/Lead-in (3-0 minutes) • To set lesson context and engage students

A brief GTKY activity. Show the pictures. Handout the strips and tell ss to match them with the pictures on the wall. Peer-checking.

Exposure (8-10 minutes) • To provide a context for the target language (there is/there are) through a listening text

Tell ss that they are going to listen to a documentary about a house. Ss listen to the documentary about the White House for the specifc information: What is the name of the House? Who lives there? Where is it? Peer checking: Ss tell the partner his/her answers. Handout the texts. Ss listen to the documentary again for detailed information and do the ex.3. Peer checking: Ss check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss look at the picture on Worksheet 1. Ask them the following questions and elicit the answers from Ss: How many birds are there? How many trees are there? How many bikes are there? Is there a boy? Is there a girl? Is there a dog? Is there a cat? Are there any balls? Are there any cars?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of there is/there are

Hand out Worksheet 2. Highlight the meaning of 'there is / there are' on the w/b. Ask CCQs by using clasroom objcets. Highlight the form of 'there is/there are' on the w/b. Show the form of 'How many + plural noun + are there?' on the w/b. Highlight weak form/ strong form / linking /intonation on the w/b. Model and drill chorally and individually.

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

Ask ss to make sentences in the positive or negative form in ex1 on Grammar part. Ss write the sentences on their notebooks individually. Peer-checking: In pairs ss check their partners' sentences. If there are, ss correct their mistakes. Monitor and help ss if needed

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

A) In pairs ss make questions using the words in the table in ex.2 on Grammar (p.35) and ask the questions to their partners in turns. Check understanding (ICQs). Monitor and help ss if needed. Nominate two pairs to check the language. B) In pairs ss make questions by using 'How many' in ex.3 and ask the questions to their partners'. Check understanding (ICQs) Monitor and help if needed. Nominate two pairs to check the language.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Draw a basic map of my house on the board. Label the rooms and ask ss to guess which room is which. Make a short presentation about the house. Ss draw a map of their houses. They prepare a short presentation using the words from the lesson. Monitor and help ss if needed.