New lesson plan: TP8_LP_Nastya_Badeau

Anastazia Badeau

TP8_LP_Nastya_Badeau - intermed level

TP8_LP_Nastya_Badeau
intermed level

Description

In this lesson, Students will learn about the active and passive voice in the context of a reading about different generations.

Materials

Conversions: Freer practice

Main Aims

To help students develop grammar skills needed for using active and passive voice

Subsidiary Aims

To provide practice for subskill in producing the target language (passive) with more accuracy in speaking/writing

Procedure (36-46 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will show Ss the lead in image and try to elicit students' ideas about the topic of generations- When do you think this was? Was that period of time more fun? Ss will discuss this briefly

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

T will share screen and share G-form for the text about different generations. T will instruct Ss to read the paragraph quickly and ask them to choose the most suitable title from the options: answer C) New Generations, new names and Q2: why/what words in the text helped them decide. Ss will share briefly what and why they chose.

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

Following the question on the text ( why?What words helped you decide),T will try to elicit the words like generations by drawing Ss attention to some key words in the text ('generation' and some generations mentioned), using a visual on the G-slides to highlight them as they are key for comprehension of the text/topic.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Following some highlighting of key words, T will draw Ss attention to the Target Language - aiming at identifying the structure of passive sentences: T will share link for G-Form "Formula" and check Ss understanding of the concept - the form of the grammar structure; then T will share the pronunciation slide and model/drill on 2-3 items for stress/syllables and pronunciation.

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

T will share the Jamboard for the worksheet to do some controlled practice; T will demo the task and do an example together: Look at this ...There are pink stickies. The sentences. This pink one at the top is the ACTIVE sentence example. There's the PASSIVE example here. You need to organize the pink stickies/sentences into the ACTIVE or PASSIVE pile, ok. Then, find the green VERB sticky that fits it. Ex. A1 & A2: which is active? (A1) So "They ____ this house in 1486" Now, which green verb card fits? 'was built' or 'built'? ( built) CCQ: So do you need to put only the pink stickies in their places? ( pink and green)

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

T will share the G-form link 'Conversions: Freer practice; T will demo task: "Look at the sentences E-H. CHOOSE 2 of these and finish them ; then write your own sentences using the same passive rules. After you write your sentences, we can compare them with the audio. After Ss write their sentences, T checks Ss understanding of the target passive structure: Was it easy or hard? Let's compare our answers with the audio. If there's time, we will also compare the other sentences.