English Lesson Planner | TP6 LP - Abbas Rezaqolinejad

abe

TP6 LP - Abbas Rezaqolinejad - Intermediate level

TP6 LP - Abbas Rezaqolinejad
Intermediate level

Description

In this lesson, students will learn some functional language required for rejecting invitations. The lesson will begin with the contextualization of situations where the new language (suggested expressions) will be used. The students will then become familiar with the expressions via a dialog and get to identify them. This will be followed by practice and further personalization of the new language through related activities.

Materials

No materials added to this plan yet.

Main Aims

To practice and revise functional language to reject invitations.

Subsidiary Aims

To provide speaking practice for situations where invites get declined.
To get students to identify and use helpful expressions under such circumstances.

Procedure (45-57 minutes)

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

T will share the screen and contextualize the lesson focus (turning down offers/invites) through Jamboard (sharing the link in the chatbox). T will encourage the Ss to think of a story behind each and every choice presented via pics on Jamboard: T: What is the story behind each one? T will model a response and elicit Ss responses. (T will time the activity)

Exposure (6-8 minutes) • To provide context for the target language through a text

T will share a link on chatbox to the exposure activity (conversation text and follow-up Qs). T will give directions: Read the text and check T/F on sentences that follow: T will ICQ and CCQ task mechanic as well as time (5 mins) and Ss interaction pattern (individually), and will time the activity. (What are we going to do? How much time? ...) T will ask every student to answer one Q. (elicit responses from Class & provide feedback when necessary)

Functional Language Clarification (10-12 minutes) • To highlight and clarify useful language for coming tasks

T will highlight the functional language in focus, shared via a Jamboard link on the chatbox, and present the recommended expressions for rejecting invites/offers. T will pose Qs on nuances in meaning and elicit responses on the jamboard. T will ask Qs to check Ss' understanding of the appropriacy level of each expression. (which is more formal, less formal) T will check form and part of speech of each element in the expressions (what's the role of this word? Is it a verb, noun etc? T will model pronunciation and ask for Ss to identify sentence stress, run drills (whenever needed)

Controlled Practice (8-10 minutes) • To provide students with more challenging detailed, deduction and inference task.

T will share a link on chatbox for a controlled practice activity. T will pass on instructions and CCQ for Ss to grab the concept. (What are we gong to do?) T will time the activity as Ss engage. T will ask each S to read their answer and then will ask other Ss to compare. T will provide feedback when necessary

Freer practice (10-12 minutes) • To provide students with free practice of the target language

T will provide pictures of likely scenarios (on Jamboard along with Qs for Ss to ask their partners) using the language practiced so far. T will provide instructions, CCQ the task mechanics and ICQ the time and interaction pattern. T will time the activity and monitor Ss exchange, taking notes for potential DEC.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students production and use of language

T will put some correct and incorrect expressions Ss used in the previous stage on board and ask if Ss can identify mistakes/errors there. T will elicit correct responses from Ss and give feedback (DEC) T will wrap-up the session.

abe