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Developing
Grammar at Upper
Intermediate Level
by Sam Smith
- Lesson Plan 3
Stages
of the Lesson
1.
Warmer - To introduce the topic and begin the lesson.
Pairs
- 3 mins
Students
try and predict what used to be different when I lived in
Ukraine.
T writes on board - money, food, sport, times, night-life.
2. Listening - To practice listening and check predictions.
Whole
class - 5 mins
T tells
students about how life was different for him, sts check predictions
and ask questions as they want.
3. Preparation for speaking - To give students time
to prepare content and language of what they want to say.
Individually
- 4 mins
Sts think
of a time when their life was different (T suggests ideas)
and spend a couple of minutes preparing what they want to
say about how life was different. (again list of headings
on board)
T then explains that this speaking task will be delayed till
the end of the lesson as we are going to look at some areas
of language to talk about usual things in the past 1st.
4. Listening - To practice listening to check predictions.
Whole
group / pairs - 9 mins
T sets
the scene and asks students to make predictions about a colleagues
typical Sunday living in Zimbabwe. 'What does he usually do?',
'What does he enjoy most?' and 'What doesn't he like?'. Sts
listen to check their predictions and compare answers in pairs.
5. Discussion - To provide opportunity for a personal
reaction to the listening.
Pairs
- 4 mins
T
asks sts if they would enjoy Michael's life in Zimbabwe. Why
(not)? Sts discuss in pairs.
6. 2nd Listening - To focus on the structures used
and their significance.
Whole
group / pairs - 6 mins
T
asks the students if the typical Sunday is in the past or
present, what is usual and what is unusual and what structures
can tell them this? Sts listen and then compare in pairs before
whole class feedback.
7. Analysis - To focus on the structures used and
their meaning and form.
Pairs
/ whole class - 11 mins
Sts
use the tape/script and answer questions to clarify the meaning
of the structures present (used to and would, for past reference)
and complete a table, concentrating on their form in positive,
negative and interrogative forms.
8. Spoken perception and oral practice - To focus
on the pronunciation of the targeted structures in fast connected
speech.
Whole
class - 6 mins
T
dictates some sentences at natural speed, which sts transcribe,
followed by paired and whole class drills. 'In Ukraine I'd
go cross-country skiing in the winter.', 'We used to go to
more late night clubs than we do in Madrid.', 'I wouldn't
spend half as much on food in Ukraine as I do in Madrid.',
'I didn't use to eat as many fresh vegetables in Ukraine.'
9. Written controlled practice - To provide practice
in inferring the need for 'used to', 'would' and the past
simple in a controlled, written context.
Individually
/ pairs - 4 mins
Sts
complete a gap-fill exercise focused on the meaning of 'used
to' and 'would' in the context of his experience compared
to his brother's.
10. Preparation for spoken practice - To give students
a chance to prepare their language
Pairs
- 4 mins
T
tells sts that he is trying to decide where to go back to
if he ever leaves
Madrid, but can't make a decision about which place he liked
living in best and
asks sts to help him decide. Sts in pairs are given 3 separate
information sheets
to use to help decide. In the subsequent speaking they will
not be allowed to
use numbers.
11. Spoken interpretation practice - To provide spoken
practice of the target language in which attention to form
is vital in doing the task.
Groups
of 3 - 6 mins
Sts
share their information and come to a decision about which
place was the best to live in.
12. Preparation for spoken free practice and setting homework
- To provide freer spoken practice.
Whole
class / individually - 4 mins
T
explains task ,and that writing a summary of it (beginning
with e.g. 'Anna was a (adjective) girl.') will be for homework,
in which sts will do the task prepared in stage 3 and give
them a minute to think about what they will say.
13. Spoken free practice - To facilitate 'proceduralisation'
of the target structures.
Pairs
- 6 mins
In
pairs students repeat the task from stage 4.
14. Reflection - To give students time and
opportunity to review and reflect on what they've done in
the lesson.
Pairs
- 3 mins
From
the menu on the board, sts review the lesson, followed by
brief class feedback.
15.
Speaking
- To practice speaking and prepare the content for later speaking.
Pairs
- 6 mins
Students
in pairs tell each other how their life was different. T sets
listening task of 'What's the biggest change in your partner?'
Followed by brief class feedback.
16. Reflection - To allow students to think of the
language they used in the previous task.
Individually
/ pairs 2 mins
T
writes on board 'How well did you speak?' and 'What tenses
did you use?'
Sts 1st in pairs answer the questions, then discuss with their
partners.
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