Bahar Adıyaman Bahar Adıyaman

Demo Lesson
Upper Intermediate level

Description

In this lesson, the Ss will be presented with past and present time phrases through a reading passage. In the first part of the lesson, the Ss will read a text about 'The family that plays together...'. The reading will enable Ss to see time phrases in context. They will also be presented with vocabulary of types of music. In the second stage of the lesson, Ss will be introduced to and practice verb forms. This will show how much Ss are familiar with all the verb forms.

Materials

Abc Course Book

Main Aims

  • To provide review of revision of verb forms
  • * First Lesson: To introduce past and present time phrases in context and vocabulary related to music.

Subsidiary Aims

  • * To provide vocabulary related to music.
  • * To provide specific information listening practice using a text about growing up as British Asian and to provide relevant vocabulary in the context of childhood and family background.

Procedure

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

Introduce myself and meet the Ss. Try to learn their names. Engage Ss in lesson by asking them to look at the types of music in the box Ex.1 pg.8. Put Ss in pairs and ask them to discuss which type they like most/least. Encourage Ss to give reasons. Go through the questions with the class.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ask Ss to look at the photos from different decades and ask if they know any of them and what they have in common. If Ss do not know, give them the answers, but if the Ss know who they are ask them to tell about the people. The Bee Gees, The Coors, Oasts, BoomKat, Ozzy and Kelly Osbourne. They are all from the same family.

Exposure (10-12 minutes) • To provide context for the target language through a text or situation

Ask Ss to read the questions before they read the text. If necessary pre-teach the vocabulary outlasted, decades, album, hit single. Put Ss in pairs. Hand out the questions about the text, ex. 3 on pg.8 and explain that question a is not answered in the text for all the people/groups. Ask Ss to read the text quickly (2-4 mins.) just to answer the questions. Tell them not to focus on difficult vocabulary. Ss work together and answer as many as they can. Monitor and help if needed. Hand out answers and ask Ss to check. Ask Ss to read the questions, ex.4 on pg.8 and clarify any unknown vocabulary. Get Ss to read the whole text to get the answers. Put Ss into pairs to compare answers, and then check with the class. Skip ex.5 pg.8

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Draw Ss attention to the text again. Ask them to look at the highlighted time phrases and decide which refer to past/present. Get Ss to check their answers in pairs before checking as a class.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Change pairs. Hand out sentences about the British rock group, Queen. Activate schemeta by asking what they know about the group. Ask Ss to complete the sentences with the words and phrases in the box. Encourage them to complete the sentences without using dictionaries, and to think about whether the sentences refer to the past, present or both. Hand out answer key. Ask Ss to check their ansers.

Feed back (8-10 minutes) • To concept check further and prepare students for free practice

Put Ss in pairs. Hand out p.4 ex.1 and 3 from the WB about types of music and time phrases. Ask Ss to answer in pairs. Elicit answers from Ss as feedback.

Free Practice (3-5 minutes) • To provide students with free practice of the target language

If time allows, ask Ss to give sentences using time phrases.

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