Nicholas Northall Nicholas Northall

Demonstration Lesson 1: the verb to be
Elementary A1 level

Description

In this lesson the students will revise the MFP of the verb to be in the context of questions about first their teacher and then each other. They will practise the first, second and third person in the singular. This is the first lesson with a new group of learners.

Materials

Main Aims

  • To provide practice of the verb to be in the context of asking and answering questions about first the teacher and then each other.

Subsidiary Aims

  • To provide practice of MFP of the TL in the context of same context as the main aim.
  • To provide clarification of personal pronouns in the first, second and third person singluar in the context of of getting to know you.

Procedure

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

I will introduce myself using the structure 'Hello, my name is Nick'. I will then ask the learners 'What's your name?' The learners will use one of these structures (Hello, my name is / Hi, I'm / Hello, I'm) to introduce themselves to the rest of the class.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

The learners will complete a table by listening to me describe myself. They will first check they understand the headings in the table. They will listen to me describe myself twice. After each listening they will have the opportunity to check their answers in pairs. Any unknown vocabulary (@, dot and possibly 'double l / double 7) will be checked.

Practice 1 (5-7 minutes) • To draw students' attention to the target language

Working in pairs, the learners will complete a gap fill focusing on missing pronouns in question forms. They will check their answers in pairs before feedback. During whole class feedback the correct pronunciation of the questions will be drilled.

Practice 2 (5-7 minutes) • To practice forming questions using her/she.

Working in groups, learners form questions by rearranged words. They will listen to the correct answers and check again with their partner. If time allows they will also listen to the teacher read out the information about Aysi and make notes. They will then ask and answer questions about Aysi before feedback is received.

Presentation of the TL (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language.

The students will individually complete two tables focusing on the positive and negative forms of the verb to be as well as the correct form of the first, second, and third person singular pronouns and possessive adjectives. Contractions of the verb to be will be drilled. After peer feedback, the learners will check their answers with the teacher.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

The learners will rewrite questions changing the third person pronouns and verbs into the second person. Feedback will be received.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The learners will ask and answer questions to find information about four other learners in the classroom. Feedback will be received from some of the learners. Any errors will be noted for feedback in the final stage.

Freer practice 2 (3-5 minutes) • To provide a further opportunity to practice target productive skills using the third person pronouns.

Learners will tell a new partner what they have learnt about the students they interviewed. One of two learners will summarise to the whole class.

Deferred Error Correction (3-5 minutes) • To highlight and clarify any learners' mistakes from the previous two freer speaking activities.

The teacher will record some anonymous learners' mistakes on the whiteboard. The learners will correct the mistakes with guidance.

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