Giulia Giulia

Copy of Reflexive Pronouns
Upper-Intermediate level

Description

In this lesson, the Ss will practice grammar about reflexive pronouns in the context of A New Look at Learning. The Ss will practice the TL (grammar) with the deffinitions first and then they will have controlled and semi controlled practices. The Ss will have a small reading passage including the TL as my sub aim.

Materials

Abc reading text with gap filling
Abc circle the correct option
Abc Information and Examples
Abc reading text with gap filling

Main Aims

  • To provide review and practice of reflexive pronouns in the context of a new look at learning

Subsidiary Aims

  • To provide inference reading practice using a text about using reflexive pronouns in the context of e-mailing to a friend

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

T greets the students and set the context. T gives Ss the first activity about the rules of the grammar structure. In this part of the lesson the Ss will be putting the definitions and the rules are together in a WC activity.

Exposure (7-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gives students the first activity about the reflexive pronouns and let them circle the correct options (the Ss will ask each other the question why to each other) and then they will check it in pairs first and then the T gives the answer key.

Reading Practice (5-6 minutes) • To concept check further and prepare students for more practices

T gives a small reading paragraphs to the students with with some blank places. The Ss needs to read the text individually and fill in the blanks. The Ss will check the answers in pairs and then they will come on the WB one by one to write the true answers on the board and then the T gives the answer key on the white board.

Semi-Controlled / Free Practice (15-18 minutes) • To concept check further and prepare students for free practice

The students will work in pairs and they are going to have examples and forms so the Ss can put them in its correct places. Then the Ss will check their answers from the WB. Then the Ss will talk about the sentences and they are going to talk about them. For example; I am able to discipline myself to get my work done. And the Ss will ask each other the question `how`.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

I will check if the Ss are using the TL (reflexive pronouns). If necessary I will write the errors on the WB and check the errors with WC.

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