Lesson Plan: 2C in NEF, P s1

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Lesson Plan: 2C in NEF, P s1

Lessonplan FDE I Hansjuerg Perino Lesson ______(Straightforward Intermediate, p-58-59) Topic: Slow Food: Grammar: Comparatives/ Vocabulary: Opposites Overall aims: Students can use the comparative forms of most adjectives correctly &use appropriate adjectives &opposites to describe food______

Class level / profile:_pre-intermediate______

Time Phase Aims / content: "WHAT" – Procedure/ Method: "HOW" – Anticipated Problems Materials / Media "Why this" "why like this" ---> Proposed Solutions required 2-3’ Lead-in to draw STS into the context of the lesson T puts FOODIE on BB and asks students to say blackboard to pre-teach the word FOODIE (A foodie is what they think the word means. someone who enjoys eating or cooking different types of food.)

5-6’ Task 1 Food quiz: Are you a foodie? STS work in pairs, they take turns in answering Students may start chatting Food quiz To further set the context of the lesson the questions; about food for too long Straightforward p.58 to provide personalized spoken practice on Quick feedback to class (foodies put their hands the topic ‘Food’ up to see general interest in food)

7’ Task 2 Food game: Vocabulary & opposites to STS work in 4 groups, they collect different types STS may not come up with 4 sheets in different describe meals – student input to of food from around the world (max 4 types pro enough ideas, T also produces colour (A3) with the personalize the task group) a list with types food as a name of the To create the context for the use of target Group1: European back-up continent the group language (adjectives and comparative form) Group2: Asian is responsible for Group3: North-American STS need to write legibly and Group4: South-American with large letters to make sure STS stick their sheets on BB its visible on BB 5’+3’ Task 3 Vocabulary input STS work individually, they complete the They might not be familiar all P59 Ex 1 adjectives and match the opposites. adjectives

Feedback on meaning T checks if STS know the meaning and pronunciation of all vocab items. 5’-6 Task 4 to test STS existing knowledge of the STS work in pairs and look the vocab items on p59 STS might not have enough BB comparative form of adjectives. and the types of food on the BB and make knowledge to make to provide STS with spoken practice of the sentences comparing different types of food. grammatically correct target language comparative sentences. Lessonplan FDE I Hansjuerg Perino Eg. Sushi is healthier than hamburgers. Rösti is more traditional than chips. STS might not know enough French food is more complicated than American. about food to compare the different dishes, T could use T monitors during the process and helps STS with prompts on BB using the correct form 5’ T input T provides a short input on the grammar T elicits some sentences from the STS, puts them A weaker class might need BB rules of making comparatives on BB and elicits rules of making comparatives. longer to understand the rules Overhead. STS read the grammar section on p59 T keeps written record of all three types of comparatives on BB (maybe have grammar section on OHP write sentences from STS next to the relevant category)

With a strong class T could also add ‘Less than’ 5min Task 5 To provide written practice of target language STS work individually, they correct the sentences Book, p59 Ex1 P59 exercise 1

5min Homework -Further practice opportunity for students -students have the opportunity to consolidate -students may start with this Staightforward (Phase b & c at at home further their knowledge of adjectives & their homework in class if there is Intermediate (p-59, home) comparative forms enough time (before bell rings) ex. 2 -provides feed-back for teacher on how much each students has understood

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