English Lesson Planner | Where are my keys? (Unit 2 - Cycle 2) - Interchange Intro - Level A1

Claudete Silva Ruas

Where are my keys? (Unit 2 - Cycle 2) - Interchange Intro - Level A1 - Breakthrough - Interchange - Intro - Level A1 - Breakthrough level

Where are my keys? (Unit 2 - Cycle 2) - Interchange Intro - Level A1 - Breakthrough
Interchange - Intro - Level A1 - Breakthrough level

Description

In Unit 2, students identify and discuss personal and classroom objects and discuss the location of items. By the end of Cycle 2, students will be able to discuss the location of items using yes/no and where questions with be, the article the, and prepositions of place.

Materials

Say It With Feeling!

Main Aims

. To provide accuracy speaking practice in a Use Yes/No and Where questions with be in short conversations about lost items. in the context of Lauren and Matt are leaving Nicola's Pizza and Lauren realizes that she has lost her car keys and Matt has lost his wallet.
To provide clarification of • Yes/no and where questions with be

Subsidiary Aims

To provide clarification of Yes/no and where questions with be in the context of lost items.

Procedure (39-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

• Books closed. • Play the audio program. • Ask: “What are the man and woman looking for?” • Elicit the answer. (Answer: car keys)

Exposure (5-8 minutes) • To provide a model of the task and highlight useful words and phrases

• Books open. • Focus Ss’ attention on the picture. • Play the audio program again. • Ss listen and read silently. • Ask the class: “Who has the car keys and the wallet?” • Elicit the answer. (Answer: the server)

Task (5-8 minutes) • To provide an opportunity to practice target productive skills

• Elicit or explain any new vocabulary. • To explain pocket, point to an article of clothing with a pocket. • Play the audio program again. • Ss listen and repeat. • Point out the stress on the italicized word is in the last line.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

• Ss practice the conversation in groups of three. •They take turns reading each role.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

• Option: Ask one or two groups to role-play the conversation for the class. • Encourage them to role-play it without their books if possible. • Students report on how they did the task and how it went

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

• For a new way to practice this conversation, try Say It With Feeling! ( download it from the Presentation Plus). • Explain the task. • Ss listen to the audio program, focusing on the speakers’ intonation and emotions (e.g., anger, surprise). • Play the audio program. • Ask Ss to repeat selected phrases with the correct intonation. • Encourage them to exaggerate the intonation. They can also add gestures, if appropriate.

Language Practice (8-10 minutes) • To provide students with practice of the task language

• Aim: Improve Ss’ pronunciation, intonation, and understanding of a Conversation in an enjoyable way. • Ss practice the conversation in pairs, using lots of intonation. Then they change roles and practice again. • Option: Ask pairs of Ss to perform the conversation in front of the class. • The class votes for the best performance.