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My Lesson Plan

This lesson plan aims to teach students about using "I", "I'm", and "I am" in formal and informal contexts. It includes the following stages: an introduction to generate interest in the topic, listening activities for students to practice pronunciation and understanding, and speaking exercises for students to demonstrate their use of the target language in sentences. The lesson plan also anticipates that students may confuse "at" and "in", so it includes an activity to distinguish between these prepositions. Finally, students will practice using verbs like "will" and "going to" through a grammar explanation and exercises.

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Alan Hilal
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90 views3 pages

My Lesson Plan

This lesson plan aims to teach students about using "I", "I'm", and "I am" in formal and informal contexts. It includes the following stages: an introduction to generate interest in the topic, listening activities for students to practice pronunciation and understanding, and speaking exercises for students to demonstrate their use of the target language in sentences. The lesson plan also anticipates that students may confuse "at" and "in", so it includes an activity to distinguish between these prepositions. Finally, students will practice using verbs like "will" and "going to" through a grammar explanation and exercises.

Uploaded by

Alan Hilal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Teacher's Name: Alan Level/Course Name: A1 Unit#: 1

Objectives: By the end of the lesson, Ss should be able to: Grammar:


- Be familiar with the use of I + I'm + I am within formal and informal context  I + I am + I'm
- Recognise the use of prepositions: I’m in + I’m at + I’m on  I’m in
- Sound them out naturally  I’m at
- Be able to distinguish the function and form  I’m on
- Demonstrate how to use the target sound word in a sentence

Stage Aim Procedure time Resources


Lead-in
T sets in context to generate interest
Introduction Visual
T writes am on w/b. T asks ss to think of the use of am 4-5 WB
To make ss think about concept
of TL
T elicits: I am …
Ss encouraged to sound out the sight word

T then writes 'm on w/b. T asks ss to think of the use of 'm


Ss encouraged to sound out the sight word

T elicits: formal vs informal T uses PowerPoint to further reinforce TL 10-15 WB + PowerPoint


Slide 1 exhibited on w/b with the title (Speaking Practice) + audio
T asks ss for feedback and what they anticipate next.
T asks ss to pay attention to pronunciation & intonation.

SS listen to audio for the first time. T elicits feedback from ss.
T instructs ss to read to listed sentences individually.
Listen
SS check with partners.

T moves to Slide 2 to quiz ss understanding individually. WB + PowerPoint


5-10
To focus on accurate use of TL SS move on to listen second time + audio
in less controlled way Ss check in pairs

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My Lesson Plan (Alan)
Lesson Plan

Class feedback

T introduces prepositions and writes (in / on / at) on w/b.


T checks prior knowledge. T initially focusses on in / on only 15-20 WB + PowerPoint
T draws to demonstrate the meaning of in + audio

T deals with linguistic and non-linguistic problems; namely using at


5-10
and in interchangeably.
Anticipated problem & solution
If time permits, ss get to KAHOOT! Practice on (in / on / at)
https://create.kahoot.it/details/933f2671-24a9-4c33-ab2e-9b1a802a5188

Flexitime Break for 10 m

T instructs ss to move to ex. D on p.114. SS do it individually then


check with partners.
T checks ss understanding
Ss check in pairs
Class feedback

10-15 w/b + audio

T introduces compaund noun.


T elicits waste water, web sites, old news,
T checks stress
SS get to do ex. A. p.150 & p.152-153
To practice using TL more
fluently
T draw attention to the use of will vs going to
T writes on w/b: A: The phone is ringing! 10-15 w/b
B: I … get it

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My Lesson Plan (Alan)
Lesson Plan

Grammar T discusses the differences between the two: 5-10


T ccq: Does B know that the phone will be ringing? No
Did B use “I know” to indicate they prior knowledge?
So, is this scenario an already planned conversation? No
So, we use will or going to in this case? will 10-15

T passes around handout on this topic printed handout


SS get to do ex.

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My Lesson Plan (Alan)

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