STAGE 1: Intro/Context
AIM: To establish ss interest and prior knowledge of target language (review of present simple)PROCEDURE:
- discussion with ss. re their habits and daily routines
- teacher describes her usual day "I wake up at 5:45 every morning. I take the GO Bus at 7:00...)
- elicit similar daily stories from students; focusing on simple present
INTERACTION: Teacher to Class: Class to Teacher: Time: 3-5 minutes
STAGE 2: Review Activity
AIM: To review form and meaning of the simple present
PROCEDURE:
- either produce handouts or write on the board "Find Someone Who..."
- ss interact with each other asking yes/no questions
- ss read aloud their answers
- teacher monitors and provides corrections when necessary
INTERACTION: pair work; then teacher to class: Time: 3 minutes
STAGE 3: Focus on Target Language
AIM: To explain the progressive tense to that ss can distinguish btw 2 tenses and correectly spell the 'ing' form of the verb
PROCEDURE:
- timelines are written out on the board to visually represent the simple present and the present progressive
- show ss a picture of a crowded activity scene with a lot happening (the beach scene) and ask ss to describe the pictures
- elicit present progressive ("a child is flying a kite" "a man is lying on the beach")
- elicit correct forms and write on the board
INTERACTION: Teacher to Class Time: 5 minutes
STAGE 4. Boardwork
AIM: To provde ss with a written record of the target language
PROCEDURE:
- timelines are written on the board
- subject+ am/is/are + ing form of the verb
- spelling rules of the 'ing form of the verb in Azar p. 86; give ss handout after rules are explained
- positive, negative and yes/no questions with short answers are written on the board
- concept questions to make sure that ss know how to answer a short answer correctly
- concept questions to check ss know the difference btw simple present and present progressive (ex. Does he do "x" everyday? Is it a habit or routine? Is he/she doing it right now?")
INTERACTION: Teacher to Class: Class to Teacher: Time: 5 minutes
STAGE 5: Controlled Practice
AIM: To give ss practice writing the correct form of 'ing' for the present progressive verb tenses.
PROCEDURE: provide handouts from Azar p. 86; have ss complete exercise 12.; take up answers in class
INTERACTION: Students alone or in pairs TIME: 5 minutes
STAGE 6: Activity
AIM: for ss to have practice speaking and correctly pronouncing the target language PROCEDURE: ss are given action pictures and must describe them to their partner; teacher monitors and assists where necessary.
INTERACTION: PAIR WORK Time: 3-5 minutes
STAGE 7: Controlled Practice
AIM: for ss to have practice writing the target language
PROCEDURE: ss are given a handout (Azar p. 93) and must choose btw. the present simple and present progressive tenses
INTERACTION: Students alone: TIME: 5 minutes
STAGE 8: Check Answers
AIM: for ss to have correct record of written assignment
PROCEDURE: ss take turns reading their answers to the assignment
INTERACTION: Teacher to Class: Time: 2 minutes
STAGE 9: Follow Up Activity
AIM: For ss to have authentic practice with target language
PROCEDURE:
- CHARADES!!
- 2 teams are formed; and a representative from each must go to the board: They are the "Writers"
- 1 student is picked to be the actor (each student will get a turn)
- the actor mimes the action and the writers, taking hints and cues from his team, writes the action in a full sentence (He is swimming.)
- The first "Writer" to have the sentence written down on the board correctly wins the point for the team.
- For bonus points, the sentence is then written in the negative form. First correct response gets the point.
- also use concept questions to elicit correct form of the short answer
INTERACTION: Group/Teamwork Time: 5 minutes
TOTAL TIME:
- Stage1: 3-5 min
- Stage 2: 3 min
- Stage 3: 5 min
- Stage 4: 5 min
- Stage 5: 5 min
- Stage 6: 3 min
- Stage 7: 5 min
- Stage 8: 2 min
- Stage 9: 5 min
TOTAL: 38-40 minutes
ANTICPATED PROBLEMS:
- yes/no questions: ss may try to say "yes, he's."
- spelling of 'ing'; ss may be confused over the various spelling rules
- ss may be confused as to when to use the present simple vs. the present progressive
SOLUTIONS
- for the yes/no questions, provide lots of written practice and explain the rules; ask yes no questions and listen for pronunciation
- for 'ing' spelling problems, provide guided practice via an Azar gapfill
- ask concept questions such as "Is this a habit or routine? Is it happening now?"
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