New lesson plan: Teaching Practice 7

Gizem Akdemir

Teaching Practice 7 - Elementary level

Teaching Practice 7
Elementary level

Description

In this lesson, students will learn the rules of making superlatives. In the beginning of the lesson, they will be asked to discuss famous foods and historical places of specific cities. This is followed by an activity to get them to choose the appropriate answer for the target cities. While checking the answers as a whole class, students will be introduced the rules of superlative form. During the controlled stage, basic information about cities will be given with a gap filling exercise. This is followed by a semi-controlled task. They will be asked to make their own sentences for each target word/name/city. For the personalized task, students will choose write and discuss their favourite city. Student will interact with different people.

Materials

Handout

cards for freer task

Handout

cards for freer task

Main Aims

To provide clarification, review and practice of superlatives in the context of travelling

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of cities

Procedure (32-46 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher writes the names of four specific cities on the board. (i.e. İstanbul/Bursa/İzmir/Gaziantep) Teacher asks them to suggest the historical places and traditional foods in the target cities. The class is divided into four groups and each group is allowed to discuss a question only for one city. e.g Group 1 will suggest a historical place about İstanbul. Group 2 will suggest tradional foods of Bursa. After receiving the answers, teacher tries to elicit why they are so famous.

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the target language

Teacher gives the handouts and asked students to circle the correct form in exercise 1a. After they complete the first exercise, They will discuss the questions in pairs.(ex.1b)

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Students check the first exercise (1a/1b) as a whole class. Teacher uses the mistakes and CCQs to teach the target language. T:Number of palaces in the first sentence?/How many palaces are there in the first sentence? S:One. T: Can we use 'bigger than' for this example? S: No. T:Why? S:We need two things.

Test #2 (7-8 minutes) • Check students' use of the target language again

Teacher asks students to read the information in the second exercise and fill in the gaps accordingly. Each student works individually. Teacher gives four or five minutes for the task. After they complete the task, teacher gives the answer key. Students check their answers in pairs.

Freer practice (5-8 minutes) • To provide students with free practice of the target language

Teacher will give each student a card with specific information. Students will make a sentence accordingly. Teacher will demonstrate the activity for the students. S1 (picks a card; e.g.Antalya) tries to make a sentence using superlatives: S1: Antalya is the hottest city.

Personalized task (5-10 minutes) • To get the students produce the target language with their own examples

Teacher writes "the most beautiful place you visited" on the board and ask students to think of a city and write three things about it. Students will write a city name and three reasons as below; Antalya is the most beautiful place I visited. *It's got the best food/beach and the most beautiful sea. Students walk around the class and read their answers to each other. Each of them try to guess his/her friend's favourite city and compare their answers. Teacher monitors the students.