Teaching Practice 1
By the end of the lesson students will learn some vocabulary about free time activities, using the new words to ask questions and give answers in a speaking skill activity. Moreover they will be able to recognize the same words in a recording during a listening skill activity.
By the end of the lesson students will practice their listening and speaking skills, and the target language of the coursebook unit focusing on Present Simple
Procedure (26-52 minutes)
As suggested in the Tb, I will draw a diagram on the board separating my male friends from the female friends. I will then write two names under each circle. I will point to them one by one, giving the students an example of free time activity that I spend with each of them. I will ask them to draw the same diagram with their own friends, starting a closed pairs conversation.
I will project 15 images showing free time activities. I will elicit students to tell me the name of each activity, repeating that if necessary but without showing them a written form yet.
I will divide the class in 4 groups. Each group will have half of the two whiteboards available in the class to stick the flashcards and the word cards that I will give them. Each group has the same material: 15 images of free time activities and 15 word cards with the activities written form.
I will give an answers key handout for each group in order to check the 15 solutions for the game.
At this stage I will ask the students to look at the book st page 24 (first briefly eliciting them what is the meaning of "typical" contained in the title). The exercise is very similar to the game, but excluding some of the words that can be chosen (there are 9 activities but only 4 pictures). It will be a short student-centred activity.
I will guide the students to a quick common correction. It should be easy since the activity is very similar to the previous more intensive game.
I will draw the students attention on exercise 2, reading the questions for them. If necessary, I will elicit the meaning of "alone" contained in question number 2. I will then let them speak in pairs asking and answering the three questions. I will monitor their activity without being obtrusive.
I will read the webpage extract introducing Listening 1 to the students, still at page 24 of the coursebook. We will listen to the recording twice, if necessary. If time, I will stress a little about the pronunciation of men and women, and their respective singular forms.
I will introduce to the exercise before to start the second listening. In this way I would let the students focus first on a skim listening, then passing on a scan listening.
I will give an open question to the class in order to find out which are the words that where mostly chosen by the students. I will confirm or correct them.
I will read the instructions and be sure that they understood the symbols that they should use in the exercise. I will make the students listen the recording for the third and last time.
I will called some random students who offered to answer to share their choice with the class. We will briefly discuss it under my guide. I will confirm the answer or correct it.