New lesson plan: This, That, These, Those and Vocabulary for Objects in Everyday life

lorena newsome

This, That, These, Those and Vocabulary for Objects in Everyday life - Elementary level

This, That, These, Those and Vocabulary for Objects in Everyday life
Elementary level

Description

In this lesson, students will focus on correctly using the target language (this, that, these, and those) through guided practice and discovery. Ss begin with a warmer on classroom objects and T demos to ss the differences between the target language. Ss use target language in questions, writing and conversation. Students learn vocabulary for everyday objects, match items to pictures and then write using both target language and new vocabulary.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of this, that, these, and those in the context of everyday situations.
To provide clarification and practice of objects in the context of everyday life.

Subsidiary Aims

To provide practice of grammar in the context of speaking and writing.
To provide specific information listening practice using a text using everyday nouns in the context of the target language (this, that, these, those

Procedure (43-55 minutes)

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Ask ss what objects they see in the classroom. Write words on board. Clarify singular and plural nouns. CCQ. (i.e. How many...? Is ....singular or plural?) Demo to ss the difference between this and that using the classroom objects. Clarify distance (near) Check ss understanding. Repeat with these and those. Clarify distance (far). CCQ

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

T points to a few objects in the classroom and says this... or that... or these... or those... and checks students understanding. (ex. This pen. That window. Those computers. These books. Students use the singular/plural nouns on board for mingling activity. Ss mingle and ask same kinds of questions about other classroom objects. (i.e. Q: What is that? A: That is an air conditioner.)

Hightlighting (8-10 minutes) • To draw students' attention to the target language

Give handout 1a to students (table/diagram of target language) and review target language. Demo pronunciation of Handout 1b (on back) has pictures with conversations. Demo how to complete questions and then have students work in pairs. Nominate students to answer questions. T models TL and students repeat: this parcel, that man, these children, those key. T reads sentences. Ss write the sentences. T repeats the sentences and Ss write. Check.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Give ss handout 2a (p. 19). Demo what they have to do by choosing the correct alternatives/ ICQ/ S-S check. Choral drilling (and modeling for quieter ss) vocabulary (everyday objects). Focus ss attention on pronunciation and stress. PW to match the vocabulary with the correct photo. Then have one ss from each pair switch and new pairs test each other. check.

Extension (10-15 minutes) • To extend students' ability to use vocabulary

Give ss handout 2b-gap fill. Demo how to complete the handout. Ss work in GW to choose the correct vocabulary word for the context of the sentence. Groups check with each other. Open-class feedback. Extra activity if time permits: Ss write a short paragraph (4-5 sentences using 3-4 new vocabulary words from handout 2a).