English Lesson Planner | Days to Remember

Melek Genç

Days to Remember - 'I was there' Lesson - Beginner level

Days to Remember - 'I was there' Lesson
Beginner level

Description

In this lesson, students are exposed to adjectives related to cities based on their experiences by reading three different short paragraphs, combined with simple past tense was/ were form. First, adjective- vocabulary will be elicited, checked and drilled through the pictures on the Student's Book, Face2Face, on page 62, through matching exercise. Then students will read about 'amazing days' of three different people, while listening to them as well; in order to choose the correct words in the sentences. Then, grammar part comes along, where the students will get to practice their past tense-understanding in the form of was/were.

Materials

Computer and Speakers

Listening Activity

Speakers

Whiteboard

Face2Face - Starter Student's Book - Chris Redston, Cambridge 2010

Computer and Speakers

Listening Activity

Speakers

Whiteboard

Face2Face - Starter Student's Book - Chris Redston, Cambridge 2010

Main Aims

Students will practice reading (for gist and detail) in the context of days to remember during a past city experience.

Subsidiary Aims

To provide practice for vocabulary in the context of adjectives.
To provide review and practice for grammar relating to places in a city.
To provide listening practice related with vocabulary and cities.

Procedure (35-44 minutes)

Lead - in (4-5 minutes) • To set the context of the lesson

I will write these adjectives: good, hot, big, new, cheap and beautiful on the white board, and elicit the opposites and then ask the students to make sentences in pairs.

Intro to Vocabulary (5-6 minutes) • To elicit and check the adjectives with listening activity

I will ask the students to match the adjectives with the pictures and then let the students check their answers through the listening activity R.81 on page 62, Face2Face Starter Book. After the listening I will highlight the pronunciaion of awful and great.

Using vocabulary and Reading (8-10 minutes) • Give students practice using vocabulary and practicing reading for details.

1- I will preteach the vocabulary in the box on page 62. I will drill and model the words chorally and individually with the class. 2- I will let the students focus on the photos at the bottom of SB p62 and p63 and ask the students what they see on the pictures. 3- Then, I will play the recording R.82. Students listen, read and decide what the people's amazing day's were and check the answers with the class. 4- Then, I will ask the students to read the texts in the speech bubbles again and choose the correct words in the sentences 1- 6 and check the answers with the class.

Grammar for Gist (3-4 minutes) • Give students practice grammar

I will give the students time to read the sentences on page SB page 63, on exercise 3, and ask if the sentences are present or the past. I will check the students that was, were, wasn't and weren't are all past forms of the verb be. Then, I will ask the students to complete the chart on 3b, with was, wasn't, were and weren't. Then check the answers with the WC.

Grammar in Practice through Reading for Gist (5-6 minutes) • Practicing Grammar through the bubbles.

I will ask the whole class students questions about the bubbles to have the students understand the text better. I will read the questions aloud and have them answer the questions. - Where did Melanie go? - San Fransisco - How old was she when she went there? 16 - Which year she went there? in 1966 - Where were they in Sydney? - near the Opera House - What happened in Sydney? Fireworks - Did Tania like the fireworks? Yes, fantastic! - Where did Pascal go? To Paris for World Cup. - Which year did Pacal go to Paris? 1998

Grammar Practice (5-7 minutes) • Practicing grammar skills.

1- Students do the exercise on their own. 2- I will put the students in pairs. Students compare answers and decide who says each sentence; Melanie, Tania or Pascal, with the class. 3- I will check the answers with the class.

Grammar into Practice (5-6 minutes) • Practicing productive skills with grammar.

Then, I will ask the students to write a short paragraph about their day to remember and share it with their partners to practice the form of was/ were.