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Teaching Practice 1
Elementary level

Description

In this lesson, students learn positive and negative form of “have/has got” to describe personal possessions through a feedback from a reading and a new listening. The lesson starts with a revision to help Ss remember the previous reading activity. This is followed by eliciting using TL and vocabulary. Finally there is some controlled practice through spelling and a listening activity followed by a pair work.

Materials

Oxn2sjfysnk3kdu9pci0 pics pictures
Abc picture 1
8rsvxbairgrpz5j71rhb ho2 HO 2
I6cvr2kqttmqvkuxjch6 ho 3 HO 3
Uxougj1hru2n5aa05nsj old car a3 poster
Vnqk9biyqb2xfegu7oxn ho 1 HO 1
Abc Audio File

Main Aims

  • to introduce and give practice in "have/has got" in the positive and negative to describe personal possessions

Subsidiary Aims

  • vocabulary of personal possesssions, listening and speaking

Procedure

Lead-in (5-7 minutes) • to set the context and motivate students to be engaged in the topic of the lesson

putting some items from the listening reading about Sally and Bill from the previous lesson on the w/b (Cd player, mobile phone, digital camera, DVD player, DVDs) and ask them "what's this?" before putting each on the w/b,then get the students to remember if they were Sally's, Bill's or both by asking them (whilst pointing to each picture) "is this for sally or Bill?",then put the pictures under their names on the board.

Elicit and Focus on form (2-3 minutes) • to draw students attention to the TL

students will use TL to describe items on the board. I will write one positive and one negative sentence under each name.

Drill (2-3 minutes) • to provide intonation practice of new form

students will repeat different forms after me with the focus on contractions

Analyse (4-6 minutes) • to analyse different forms of the TL

I will put a picture of an old car on the board, then elicit the TL; "I've got an old car",and continue the same process for (you, we, they, he, she) as well.

Presentation and Drill (5-8 minutes) • to introduce the personal possessions vocab and practice the pronunciation

Show Ss the rest of the pictures and elicit the vocabulary, then put them on the w/b. practice the pronunciation after each.

Controlled practice (9-11 minutes) • to concept check and prepare students for more meaningful activities

I will demo the task by by putting a de-vowelled word on the w/b and elicit the spelling and the word. Ss in pairs complete the vocabulary HO by filling in the vowels in the words. i will get an early finisher to come to he w/b to write up the words as an answer key.

Pairwork (8-10 minutes) • to provide more practice on TL

I will give the Ss HO2 (folded) from the workbook.Elicit a couple of sentences to describe what the people in the pictures have got. I will get Ss in pairs to talk about what each person has got using the TL and referring to the chart.

Controlled practice (3-5 minutes) • to concept check and prepare students for more meaningful activities

Ss unfold the HO2 and fill in the gaps with the correct form of TL.

Feedback and Error Correction (8-10 minutes) • to provide feedback on students' production and use of language

I will ask the answers and focus on accuracy of form and good pronunciation including contractions.

pre-listening (2-4 minutes) • to contextualize the listening and make Ss interested

shoe the pictures and get elicit where they are to set the context that they are in a shop answering questions for a survey.

Pre-listening (2-3 minutes) • to provide Ss with more challenging gist and specific information listening task

Give Ss HO3 and get them to work in pairs to say if they think each person has got or has not got the items in the list.

Feedback (1-2 minutes) • to check Ss overal understanding and see if they agree

ask w/c for feedback

Listening (5-6 minutes) • to provide stidents with more challenging detailed, deduction and inference listening tasks

Ss listen to track R2.3 and fill in the chart with the correct answers.Then Ss check in pairs.

Feedback and Error Correction (3-5 minutes) • to provide feedback on students' production and use of language

Take w/c feedback and find out if the Ss were right or wrong and if they are surprised by anything.

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