This new document contains 19 pages including the 1) cover sheet (communicative/skill(s)/language aims materials used and classroom management information) 2) the full lesson plan 3) the language analysis 4) another lesson plan 5) extra material 6) illustrated vocab 7) smileys ready to be printed -...
By the end of this introduction, learners will be able to say what they like or what
they do not like (sports, food, places…)
Skill(s) Aim
By the end of this introduction, learners will have developed their lexis and should be
better aware of the different uses of the verbs of opinion. They will also develop their
speaking sub skill of in the context of asking people what they like or what they do
not like.
Language Aim
By the end of this introduction, learners will have been exposed to and developed the
use/ given practice of verbs/expressions expressing tastes.
Materials
Based on my own materials
One exercise taken from Straightforward Elementary Student’s book ex6 p 15
Previous Strengths
Active, dynamic and enthusiastic group of students eager to learn and share
Good elicitation
Some good checking of instructions
Logically staged
Clear stage aims
Supportive detail
Realistic timing
Clear and logical plan with very good detail
S-centred
Previous Areas to Develop
Drill slowly
Classroom Management – Anticipated Problems and their Solutions
New students attend the classes every time
Solution : Pay attention to their level(s) and do not hesitate to take time to
ensure understanding and drill
, There are some adjectives of opinion which are a bit difficult to pronounce
(awful, terrible) because their spelling are different from their pronunciation or
because of 2nd language (French) interferences
Solution : Write the stress, indicate where the schwa is, split the word in
syllables, and drill
, White Board Plan
At each stage of the lesson your board will look like this:
I like /I love
I’m crazy about
It’s wonderful/great/excellent
I don’t mind
It’s OK.
I don’t like / I dislike / I can’t stand / I hate
It’s awful / horrible
Chocolate Rock Football Hospital
music
Imad
Student 2 Boarded feedback of semi-controlled practice
Student 3
Student 4
He/she likes
I/You/We/They like
She/he doesn’t like
I/You/We/They don’t like
Does he/she like …? Yes , He/she does
Do I/You/We/they like? No, I don’t
, Procedure Page
Aim : Students will be able to talk about likes & dislikes
Inter-action
Stage Aim Procedure & time Tutor comments
(What?) (Why?) (How?)
T asks SS to shut their eyes. T –S
Lead-in To introduce Instruction: “Close your eyes: think of things you like a lot…. And things you S–S
the theme and don’t like” S-T
generate T will give them one minute to think of the things and will then ask SS to 5
interest open their eyes. T puts SS into pairs and asks them to share their likes and
dislikes.
They must find 4 things that they have in common
In F.B., pairs tell the class about what they have in common and T can write
on the board their opinions in different columns with smileys (like, love,
dislike, hate)
Pre-teach Use visuals to T shows different flashcards (max 10) showing pictures of food, places, and T-S
Vocabulary teach lexis sports S
needed later T elicits from SS the word or teach it S–S
Choral and individual drilling 10
T sticks smiley faces on the board and says “ I love …” “I can’t stand…” and
uses mime and exaggeration to emphasize the meaning
T asks SS “ and you ?” and they will have to give their own opinions
T can then number the pictures (before moving on to stage 2) and asks “what
is number 2” “ It’s cheese” and let a student come to the front and play the
teacher role…
T-S
Using a grid To use the T quickly draws a simple grid on the board and a few things (food, place, …) S-S
on the board white board to T writes the name of the first student he questions “ Imad, do you like T-S
to represent introduce “do apples?” and T encourages them to use (Yes, I do, No I don’t) and then T can SS
information you like” fill the board using smiley faces 10
questions and
answers
Comprehensi To ensure SS True or False activity: T–S
on check understanding S
T points to the grid and makes either true or false statements about SS S-S
answers. S–T
SS will have to raise their two arms if the statement is true and keep their
arms folded if the statement is false 10
T demonstrates before doing the activity
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