New lesson plan: Simple Past Lesson, Collocations

Kenan Ipkıran

Simple Past Lesson, Collocations - Intermediate level

Simple Past Lesson, Collocations
Intermediate level

Description

In this lesson, students will learn and practice about Simple Past Tense through reading and listening about a famous band Ozone. They will be able to improve their receptive skills (reading and listening) via exercises 2 and 3 on the handout and also their productive skill (speaking) via exercises 1 and 4. Additionally, they will learn related vocabulary and collocations in the handout.

Materials

Handout (photocopy)

Handout (photocopy)

Main Aims

To provide specific information, gist, detailed, deduction and inference listening practice using a text about the story of boy band Ozone in the context of music and career.

Subsidiary Aims

To provide review of verb-noun collocations in the context of music and career.

Procedure (45-55 minutes)

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

- Ask them about who earns more money than normal people in every society. Try to lead them to give the answer "musicians". - Ask them what they think today's lesson will be about and give the instructions and handout. - Ask them about bands they know and put them in pairs to talk about the questions in the handout exercise 1.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Tell the students that they will read the text in the handout and find the answers to the questions in exercise 2, then peer check the answers in pairs.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before they start, ask them why a person wants to leave a band, what might be the possible reasons for anyone to leave a band. Get them to listen to the first part of the interview with Matt McKay and focus on the reasons he gives for leaving the band. And then, tell them to do the exercise 3 in the handout while they are listening. Get them to listen more than once if necessary.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

In exercise 4, the students will try to match the items in the columns A and B before they listen. It is not very important that they do it %100 true. Tell them that they will listen to the second part of the interview and will be able to check their answers. After the first time they listen, peer check their answers and tell them to infer the answer of the question "What do you think Matt is/isn't going to do?".

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

While they are on their final task, write "a) rich b) famous c) rich and famous" on the whiteboard and tell them to discuss in pairs whether they want to be rich, famous or both. Monitor them to see if they are using the vocabulary and collocations they learnt.