New lesson plan: Love it, like it, hate it!

Natalie Hideg

Love it, like it, hate it! - A1 Beginner level

Love it, like it, hate it!
A1 Beginner level

Description

In this lesson students will learn to write about the relationship they have with one of their siblings (or a friend), and how they are different. The teacher will set the context by eliciting the word "Siblings" and asking if all siblings have similar likes and dislikes. We will read a text that students will already be familiar with (having listened to it in the previous lesson), and the teacher will test their knowledge of object pronouns. Next students will work together filling out a table in order to discover the different object pronouns (as compared to subject pronouns). After quickly learning about the structure of the short paragraph they will be writing, students will 10 or so minutes to compose their own texts based on the model. For feedback, students will read each other's texts and decide which siblings are the most different

Materials

Face to Face Starter Student's Book, Chris Redston, Cambridge 2009

Picture of me and my siblings

Face to Face Starter Student's Book, Chris Redston, Cambridge 2009

Picture of me and my siblings

Main Aims

To provide product writing practice of a short paragraph in the context of family

Subsidiary Aims

To provide clarification of object pronouns in the context of family
To provide scan reading practice using a text about siblings in the context of family

Procedure (35-43 minutes)

Warm up/lead-in (2-3 minutes) • To set the context for the lesson

T writes on board: Siblings. Shows picture of her siblings. CCQs: Are they my friends? No. Are they in my family? Yes. Can siblings be only brothers? Or brothers and sisters too? Both. What is my relationship to them? Brothers/siblings. T asks Ss: Who here has siblings? And with your siblings, do you like the same things, or different things? Different T recalls twins from last lesson: Do you remember there people? (show pic of jenny/jack).

Testing knowledge of TL (8-9 minutes) • To see how much Ss know about object pronouns

T hands out the dialogues with the O.P.s missing. Ss work in pairs to fill in the blanks. When finished, Ss check with another pair. Instructions: (T chests handout) This is the text you heard about Jenny and Jack. I want you to fill in the missing words. Work in pairs. You have 4 minutes. ICQs: Are we writing, or just reading? Writing. Is there an example done for you? Yes. Should your answer be like the example? Yes. T monitors to make sure Ss are writing the O.P.s and not repeating the nouns. FB: T puts answers on the board. When Ss are finished, T tells them to check their answers.

Clarification of grammar (4-5 minutes) • To clarify the rule through guided discovery

T hands out activity 7. Instructions: (T chests handout). Please write the correct object pronoun in the blanks. You have 2 minutes. Work in pairs. CCQs: Why do we use object pronouns? To not repeat. Do the replace a verb or a noun? A noun. Do we put them before or after the verb? After. Keep this part short!

Clarification of paragraph structure (4-5 minutes) • To clarify the different parts of the paragraph they will write

T give Ss matching activity. Instructions: I want you to match. Work in pairs, you have 1 minute. CCQs: So when we write, what are we going to write first? Who this person is to me Second? What we like/dislike, how we are different Third? How often we talk How many sentences do we write for each part? Part 1 - one sentence Part 2 - three or four Part 3 - one sentence If short on time, can skip the matching, instead elicit the order and number of sentences.

Writing practice (12-15 minutes) • To practice writing for fluency (using object pronouns)

Ss write their own paragraph following the model. Instructions: I want you to write a paragraph just like the text. ICQs: Should you use object pronouns? Yes. How many? Two. How many sentences should you have? Five or more. How long do you have? 10 minutes. T monitors to make sure Ss are modeling the text. Let Ss write, only answer questions if they have them (or if they're really not following instructions). For early finishers - Check to make sure you used two object pronouns. Check work with a pair.

Student Feeback (5-6 minutes) • To provide students with the opportunity to read each other's work

T writes the names of all the students on the board. T collects work, hangs up the writings around the room. T writes on the board: Who is the most different from their sibling? Instructions: For five minutes, walk around and read each other's work. When you finish, please put a check next to the name of the student who is the most different from their sibling. T models: I think that Nilgun is the most different from her sibling (puts a check next to Nilgun's name. ICQs: Are you going to put a check next to your own name or the name of the person who is the most different from their sibling? Person most different. How long do you have? Five minutes. Quick FB about the question.