Teaching Practice 4
Upper Intermediate level
To provide students with the practice of speaking, listening and writing in the context of morality
To review past tense and present new vocabulary in the context of honesty and dishonesty
Procedure (36-45 minutes)
T shows a picture to class and asks "Is this what an honest and a moral person would do?" and elicits answers. Then, T shows another picture saying "What kind of a person does this?" With these questions, T tries to elicit answers like honest, dishonest, moral and immoral.
T gives SS slips of papers on which there are sentences with the unknown words and situations. T asks Ss to match the sentences with the situations in pairs. While SS matching, T writes on board the situations. After Ss finish, T takes FB from Ss and writes the sentences on board. After that, T draws a chart on board Moral/Immoral and asks Ss which word goes to where. T elicits meanings and drills the words.
T gives Ss a handout in which there are sentences with the newly learned words. Ss are asked to choose between two words. They do this activity in pairs and if time allows, T takes WC FB, but if it doesn't, T will give Ss an answer key.
T shows a picture of a beggar to Ss and asks them what they wiil do if they see her stealing or if they let the police know. She deepens the questions by asking "What if you think she's desperately in need of money?" and tries to lead the topic to moral dilemma which the recording is about. T asks Ss to take notes while listening. T plays the recording twice if necessary.
T asks Ss, by looking at their notes, to write the end of the story individually answering the questions such as "What did Ben do?, Did he take the ticket, What was he thinking when taking the ticket if he took it?".
T divides Ss into groups and in each group, members decide which ending is the best. Then, T elicits the best endings from each group.
While listening to the best endings of each group, Ss take some notes on the board. T writes some of the correct and incorrect sentences on the board. Then, T asks some CCQs to students as to why a particular sentence is written that way and cannot be written in another way.