To provide practice of collocations and vocabulary in the context of daily life
To provide review of present simple and practice of speaking in the context of daily life
Procedure (38-47 minutes)
T starts lesson by teaching vocabulary. Teacher first shows a picture. Students says the name of the place. Then T drills the word; chorally and individually. Teacher introduces each word in this way from easier to more difficult (restaurant-office-school-house-hospital-shop-flat-factory). Then T wants Ss to match the words to the pictures before writing the words on the board. T shows picture handout and do a demo for the first matching. Then Ss matches the words in pairs. -T distributes the names of the places to random Ss and they stick these words under each picture. Other Ss check the answers. T also writes 'apartment' and 'store' to indicate the usage in American English.
-T sticks some pictures about herself on WB. While sticking each picture, she says 'I live in Trabzon. I work in a school. I go to work by car.' to give the meanings of the verbs clearly. Then T writes sentences under the pictures and shows the stress in each sentence. - Next, Ss listen to a recording to hear sentences and repeat them. T drills each sentence. To make them practice the stress in sentences, T uses backdrilling. Ss repeat sentences chorally and individually. -T explains the next activity by using a demo. Ss are supposed to fill in the gaps in the chart with the words in pairs. They should be careful about the prepositions and the verbs. T gives them one minute to complete the table. ICQ:'How many minutes? 1 minute.'. Handouts are delivered. For feedback, Ss first check their answers by changing pairs. T uses CCQs related to the table to give feedback: 'Do I work in a house? No. Do I work in an office?Yes.'.
-T gives instructions for the next activity. Ss are supposed to fill in the blanks with the correct prepositions in the handout activity. Ss work in pairs and try to find correct answers. Then they check their answers with other pairs. Ss read out their sentences and T wants the feedback from other Ss. T drills sentences when Ss use wrong forms. -For the next activity in the handout, T shows an example on WB. Ss are supposed to rearrange the words to make sentences. Ss do the activity in pairs. While Ss do the activity, T stick the cards for this activity on WB. After they finish rearranging words on their sheets, Ss come to WB and shows the correct answer. Ss give feedback and if the sentence is wrong, they correct it. -Then, T writes the question form of a sentence on it to show the question form: 'e.g.Do you work in an office?'. Then T wants Ss do the same thing for other sentences in their pairs. One by one, Ss come to WB and writes sentences. Ss give feedback again. T only interferes when the answer is wrong. -When Ss finish writing questions, T drills both questions and answers. T gives Ss two minutes to practise these sentences and monitors them closely.
-T gives instructions. Ss are given cue cards. They are supposed to write sentences using TL forms. T shows an example by doing a demo. Ss start writing and T monitors closely to help Ss when they need. Also, T writes down the incorrect usages to practice them after the activity. After they finish, Ss swap their papers with their pairs and check each other's sentences. -For speaking activity, Ss are supposed to ask 'Do you.......?' questions to the other students in their groups and answer these questions according to the information in their cue cards. T shows an example and then divides them into groups of three. Then Ss ask and answer questions. T visits each group and gives feedback. When T hears a common mistake while Ss speak, she writes it on WB and wants Ss to check it.