New lesson plan: Rebel, Grammar teaching ( dynamic and stative verbs )

müge onat

Rebel, Grammar teaching ( dynamic and stative verbs ) - Pre-Intermediate level

Rebel, Grammar teaching ( dynamic and stative verbs )
Pre-Intermediate level

Description

In this lesson, we review the previous lesson and practice dynamic and stative verbs through semi-controlled speaking for accuracy.

Materials

word cards, extracts from the record in the unit, find someone who, writing sheet

word cards, extracts from the record in the unit, find someone who, writing sheet

Main Aims

To provide of stative and dynamic verbs in the context of rebellion
To provide an awareness of usage of stative and dynamic verbs in the context of rebellion

Subsidiary Aims

To provide speaking practice in a conversation in the context of rebel

Procedure (32-45 minutes)

Lead-in (3-5 minutes) • to generate interest, to engage students

Teacher show a picture of a rebel on the board, elicits the word rebel. Then asks "who is rebel?""where do we see rebels?"Then elicits the synonym "Do they protest?" So the person who protests something is a rebel / protestor. She writes on the board protest / protestor rebel / rebellion. Then, 5 students stand up and put the word cards from the walls. "How does rebellion sound?" Teacher asks. The possible answers are It is chaotic,noisy attractive, dangerous etc.

Warm-up (3-4 minutes) • *to make a link to the previous lesson through CCQ and set a context.

Teachers gives 6 questions about the record to the students and they answer them in pairs to remember the details in the record listened in the previous lesson. They are supposed to give only one word for each question. Questions: 1. What did you listen in the previous lesson? Dialogues 2. What was it about? Protest 3. Do you remember the date? 1st May 4. Is it a universal date? Yes 5. In which country did it happen?In England 6. How many speakers were there?4

Presentation (4-6 minutes) • to create an awareness for the target language through reading

What are they doing? What do they have / want? Teacher gives the four speakers' extracts and lets them read a few minutes writes on the board to answer the questions on the board. She wants them to say only one word. ICQ : What are you going to do? How many words are you going to say?

Practise (10-12 minutes) • to let them recognize the difference between the two sentences through sentences.

Teacher wants them to underline the verbs on the extracts. Then she chooses a few students to write some sample sentences on the boards. She starts asking questions about the sentences: 1. Which verbs are dynamic/ Stative Why 2. Which tense is used for the sentences? Present Continuous or Present Simple Why 3. She asks about the rules of the tenses shows them on the board.

Practice (3-5 minutes) • to use the target language in the context

Teacher wants them to suppose that They are friends of Debbie from Turkey. They are in the centre of London on 1st of May today. ICQ: Where are you? Who is your friend? When is the date? Teacher asks what are you doing? What do have / want In pairs students discuss, then tells about their friends.

Practice (6-8 minutes) • to use the target language (question form)in a conversation

Students play "find someone else who...?" Teacher gets some some answers from them by asking questions.

Practice (3-5 minutes) • To use the target language through writing

Teacher says The Rebellion / Protest is over now. Write a small paragraph about the scene? What are they doing and Where are they going? What do they have? What do they want / need?