План урока по теме "Likes and Dislikes"

LESSON PLAN

MAIN LESSON AIM

GRAMMAR/FUNCTIONAL LANGUAGE: To introduce (or to revise and extend the knowledge of) meaning, form and pronunciation of sentences “I like… I hate… I love… Its OK… I quite like… I really like… …is/are OK” VOCABULARY: To introduce (or to revise and extend the knowledge of) meaning, form and pronunciation of several vocabulary items: reading, football, travelling, cats, shopping for clothes, video games, animals, dancing, cooking, dance music, rock music, jazz, Italian food, Chinese food, fast food

SUBSIDIARY AIM(S)

SPEAKING: To help students improve their oral fluency by talking to each other using functional language.

PERSONAL AIM(S)

I will try to make smooth transitions between stages, try to concentrate on feedback stage to make sure that all the Ss understand the correct answer.

ASSUMPTIONS

I assume that Ss know some items of vocabulary and some ways of expressing likes and dislikes.

TIMETABLE FIT

The lesson is the beginning of the unit, the vocabulary items will be used during the next two lessons.

MATERIALS - include specific reference to course book, page, exercise, and list all other equipment, resources and materials required to teach the lesson, including self-designed

1. Face2Face Elementary. Students` Book. Chris Redstone and Jillie Cunningham. 2nd Edition. Cambridge University Press, 2012 2. Face2Face Elementary. Workbook. Chris Redstone with Jillie Cunningham. 2nd Edition. Cambridge University Press, 2012 3. Beginners’ Communication games. J. Hadfield. Longman.  4. Self-designed materials

Stage	Aim(s)	Time	Procedure	Anticipated Problems  + Possible Solutions
1. Lead-in	To generate interest in the topic and set the context for the lesson (learning languages), to engage students and help them activate schemata for the upcoming reading	3	The students will get a letter in the envelope. There they will see a letter from a pharaoh in hieroglyphics and they will have to decipher it using a provided key. When they decode the message, I will ask them: What do you think we are going to speak about?”  -Students give their predictions. (Yes, we will speak about our likes and dislikes.	P: Ss may have problems with using the key to the message S: they can work in pairs or I can help them with the example
2. Test 1	To diagnose students’ areas of misunderstanding or gaps in knowledge with regard to the target language (meaning, form, pronunciation)	3	I will give out a set of cards to the SS (pictures and lexical items) and ask the Ss to match the pictures with the appropriate lexical item. Check task understanding. Pair check.	P: Ss may have problems with the TL Solutions will be provided on the clarification stage
3. Teach stage (Clarification/Presentation)	To help students clarify areas of meaning, form and pronunciation where their understanding/knowledge is incomplete.	5	On the basis of monitoring I find out problematic lexical items and go to clarification stage. Convey-elicit-check meaning-drill pronunciation Board the words and highlight MPF features After clarification, students revisit test 1 and check/change their answers.	P: Students cannot come up with the exact word  S: provide it yourself
4. Test 2 / Controlled practice	To enable the students to consolidate their accuracy with regard to the meaning/form/pronunciation of the target language	4	SS get a task for controlled practice. They get the cards with vocabulary items and have to put them in different categories on the board. They should also write the category themselves. Check task understanding. I give them a demo how to start doing this task OCFB
5. Language clarification.	To help students clarify areas of meaning, form and pronunciation where their understanding/knowledge is incomplete.	6	I will write a cline on the board and ask Ss to write “I like… I hate… I love… I quite like… I really like… …is/are OK” on the cline.” They will also write the sentences in their worksheets. Then I will ask them to put the smiles on the cline on the board.  Then I will elicit the target grammar structure from Ss. “What sentence can we make if we “like” book/ I will use smiles to elicit the TL. (both structures)  Drilling:  I love/ I like/I hate reading. I love/ I like/I hate fast food. Focus on sentence stress and intonation. Drill chorally and individually. I quite like/I really like reading.  I quite like/I really like fast food. Focus on sentence stress and intonation. Drill chorally and individually. Reading is OK. Books are OK.  Focus on sentence stress and intonation. Drill chorally and individually. Boarding: I will clarify the form on the board and elicit formula.	P: Students cannot come up with the exact grammar structure S: provide it yourself
6. Controlled practice	To give practice in using the target language with the focus on accuracy and to consolidate	4	Ss get a dice with TL, throw it in turns and make sentences with new TL (grammar structures and vocabulary items). ICQs and demo. To extend: At the end of the activity they can write down 5 true sentences about themselves. Check the information in pairs, discuss in OCFB what do they have in common, what are the differences.	Ss may have difficulty in understanding the task – I will demonstrate and give example
7. Controlled practice	To give practice in using the target language with the focus on accuracy and to consolidate students’ understanding of the target language.		Dream tickets. Mingling activity Ask what hobbies they have and what prizes they managed to get.	Ss may have difficulty in understanding the task – I will demonstrate and give example
8. Freer practice.	To provide freer speaking/writing practice of the target language - use it in a meaningful personalised communicative activity with the focus on fluency		I will give out a set of cards and put in a pile on the desk. Ss will sit down in a circle, one student takes one card and asks a question to his peer: “Do you like…. (the word from the card)” – His partner must give a true answer (using TL preferably) about himself and explain why. They should ask the follow-up questions. They take turns. OCFB: Ss will tell what information about their peers was the most interesting.	Some students are unable to think of or are reluctant to share their likes or dislike- give my own personal example – make it humorous to set the right tone
9. Feedback	To provide FB on content and language (delayed error correction) (to address any issues with the target language students still have);   to wrap up the lesson		I will read out the sentences: if the sentence is correct – SS go to one part of the classroom (to the door), if the sentence is false – the go to the window. I will ask to find the mistake and say the correct sentence.	Students are unable to spot mistakes – guide them towards the answer by asking questions

VOCABULARY ANALYSIS
Vocabulary item (stress, phonemic transcription, part of speech and other relevant form features)	Definition (level appropriate)	Context, conveying meaning and elicitation	Checking meaning	Problems and solutions
				Problem		Solution
Reading Noun, unc  /ˈriː.dɪŋ/	the skill or activity of getting information from books	Show a picture		M
				F
				P	Ss may have problems with the long  sound /iː/	Drill chorally and individually
Football Noun, /ˈfʊt.bɔːl/	a game played between two teams of eleven people, where each team tries to win by kicking a ball into the other team's goal	Show a picture		M
				F	Spelling: Ss may have problems with the combination of “all” and may tend to pronounce some other vowel sound	Highlight the problem letters and focus on the stage of written record
				P
Travelling /ˈtræv.əl.ɪŋ/ noun [ U ] (US usually traveling)	the activity of making journeys; travel	Show a picture. Ss with elicit from Test 1	Do we go to some other place? (yes) Do we do it for pleasure? (yes)	M
				F	Spelling: Ss may have problems with “ll” in the ending of the word	Highlight the problem letters and focus on the stage of written record
				P
Cat Noun,c /kæt/	a small animal with fur, four legs, a tail, and claws, usually kept as a pet or for catching mice			M
				F	Spelling: Ss may tend to write “k” instead of “c”	Highlight the problem letters and focus on the stage of written record
				P
Clothes  /kləʊðz/ noun [ plural ] shopping for clothes	things such as dresses and trousers that you wear to cover, protect, or decorate your body	Show a picture.		M
				F	Ss may think that the noun has a singular form	Highlight the problem at the stage of written record
				P
video games Noun, c /ˈvɪd.i.əʊ ˌɡeɪm/	a game in which the player controls moving pictures on a screen by pressing buttons	Show a picture. Ask elicitation questions. Does he watch TV? (no) Does he look at the screen? (yes) Does he use a joystick? (yes)	Do you play this game on the TV? (yes) Do you need a special device to play it? (yes) Do you control the moving pictures on the screen? (yes) Can children play this game? (yes) Can adults play this game? (Yes) Can you play it on the computer/ (Yes)	M
				F
				P	Ss may tend to reduce the last diphthong sound /əʊ/	Drill chorally and individually
Animal Noun, c /ˈæn.ɪ.məl/	something that lives and moves but is not a human, bird, fish, or insect	Show a picture	Is cat an animal? (Yes) Is crocodile an animal? (yes) Is a man an animal? (no)	M
				F
				P
Dance, verb /dɑːns/ UK /dæns/ US	to move the body and feet to music	Show a picture		M
				F
				P	Ss may have difficulty in pronouncing the vowel sound as there are two variants.	Highlight the sound and drill chorally and individually
Cook verb /kʊk/	When you cook food, you prepare it to be eaten by heating it in a particular way, such as baking or boiling, and when food cooks, it is heated until it is ready to eat	Show a picture		M
				F	Ss may have spelling problems with double “o”	Highlight the problem at the stage of written record
				P
dance music Noun, unc ˈdɑːns ˌmjuː.zɪk/ UK /ˈdæns ˌmjuː.zɪk/ US	a type of music with a strong beat that people dance to in a nightclub	Show a picture. Ss with elicit from Test 1	Can you hear this music in the night club? (yes) Is it loud? (yes)	M
				F
				P	One Ss may have a problem because of L2 interference and tend to pronounce it as s German word	Drill chorally and individually
rock music Noun, unc /rɒk ˌmjuː.zɪk /	a type of music that developed from rock ’n’ roll and uses a heavy regular beat, electric guitars, singing, and a tune that is easy to remember2	Show a picture. Ss with elicit from Test 1		M
				F	Ss may have problems with “ck” cluster	Highlight the problem at the stage of written record
				P
Jazz Noun, unc  /dʒæz/	a type of modern music originally developed by African-Americans, with a rhythm in which the strong notes often come before the beat. Jazz is usually improvised (= invented as it is played)	Show a picture. Ss with elicit from Test 1		M
				F	Spelling: Ss may have problems with double “z”	Highlight the problem at the stage of written record
				P
Italian /ɪˈtæl.jən/ adjective Italian food Noun, unc /ɪˈtæl.jən fuːd/	belonging to or relating to Italy, its people, or its language	Show a picture. Ss with elicit from Test 1		M
				F	Ss may have problems with pronouncing “lian”	Drill chorally and individually
				P
Chinese /tʃaɪˈniːz/ adjective Chinese food Noun, unc /tʃaɪˈniːz/	belonging to or relating to China, its people, or its language	Show a picture. Ss with elicit from Test 1		M
				F
				P	Ss may have sounds with the long sound /iː/	Drill chorally and individually
Fast food Noun, unc /ˌfɑːst ˈfuːd/	hot food such as hamburgers that is quick to cook or is already cooked and is therefore served very quickly in a restaurant	Show a picture. Ss with elicit from Test 1	Do we cook it at home? (no) Can you by it in the restaurant? (yes)  Is it healthy? (no) I s it served quickly? (yes)	M
				F
				P
Reference Material	https://dictionary.cambridge.org/ https://www.macmillandictionary.com/

LANGUAGE ANALYSIS (grammar, functions)

Target Language (name of structure/grammar area)	Gerund.
Model (Example) Sentences	I love cooking. I (quite/really) like cooking. I hate cooking.
Meaning/Use of Target Language	the English verbal noun ending in -ing that has the function of a substantive and at the same time shows the verbal features of tense, voice, and capacity to take adverbial qualifiers and to govern objects 1
Context (conveying meaning)	I will ask them to look at the cline and the smiles on it. Then I will elicit “What do we say when we …… (mime and show with gestures) cooking? -Ss provide their example.
Checking Techniques	Refer to the cline on the board.
Form	I love cooking.                 I love books. (As Gerund is a “verbal noun” it                                                    S + V +Ving.                                            S+V+N.          can also be substituted by any noun)
Phonology	I love cooking. Falling intonation. I really/quite like cooking. Falling intonation.

Anticipated Problems and Solutions
	Problem(s)	Solution(s)
Meaning	Ss may have difficulty in finding the necessary shade of meaning.	Refer to the cline.
Form	Ss may tend to add -ing ending to both verbs	Highlight the problem at the stage of written record.
Phonology	Ss may fail to pronounce -ing at the end	Drill chorally and individually.
Reference Materials Used	https://www.merriam-webster.com/