Teaching Practice 8
To provide clarification and practice of of the use of gerunds with verbs like hate, love, like, don't like in the context of transportation
To provide practice of speaking for fluency
Procedure (39-47 minutes)
T comes to class and after greeting the students, tells them thay they will continue to talk about likes and dislikes but this time T will talk about herself. By showing the photos she sticked to the board, T talks about what she likes and doesn't like using the target language. For example, T says "I hate washing the dishes" or "I don't like fast food". This stage is set in order to prepare the students to the presentation stage.
T asks Ss to look at the text they read in the previous lesson. She tells them they need to find the verbs "like, don't like, don't mind, love, hate" and the verbs that go with them. They have to do this in pairs. T first models the activity for the Ss. To make the instuctions clearer, she will use ICQs such as: 1)What are you underlining? 2)Are you working alone? Then, T asks Ss to come to the board and underline the verbs. After every verb is underlined, Tasks some CCQs such as: 1)What is our main verb? 2)Can our main verb change? 3)What about Ving? 4)Can we say I love to fly? After clarifying the meaning with CCQs, T tells Ss that we use Ving after the verbs "like, don't like, don't mind, love and hate". Then, T asks Ss how to turn this sentences into questions. She elicits answers.
T asks Ss to look at Exercise 3 in the book at page 3. It is a gap fiiling activity in which Ss will have to fill in the gaps with the verbs given. They will have to write the verbs in -ing form. T asks Ss to work in pairs and then nominates different Ss to come to the board and write the verbs. Here, T focuses Ss' attention to the verb "sitting" to clarify the fact that when the verb is one syllable and ends with "t", verb-ing gets another "t".
Ss will be divided into A's and B's. They will be given pictures of different activities. Each pair will ask each other questions like "Do you like playing golf?", "Yes, I do." or "No, I don't." While Ss asking and answering questions, T will closely monitor them.
T focuses Ss attention on the words in the box at page 83. These are words that are connected to transportation and places of transportation. First T tests Ss knowledge and sees if they know the words or not. If there are unknown words, T clarifies the meaning by giving description or miming. Then, T asks Ss to categorize the words according to whether they are places or kinds of transportation with their partners. While Ss are busy with the task, T writes the categories on the board and asks Ss to come to the board and places the categories under the appropriate heading.
T tells Ss that with the verb "go" and kinds of transportation, we use by + transport. T tells that the only exception for this is "on foot". Then, T focuses Ss attention to Part 3. T tells Ss that they will ask and answer questions in pairs like "How do you get from your home to the city centre?" Ss will answer the questions by using the kinds of transportation like "by car". Then, T gets FB from couple of Ss.
T tells Ss that they will play a Find Someone Who game. She tells them they will ask their classmates the questions in the questionnaire at page 83. They will ask each other questions like "Do you hate flying? Why?" or Do you take planes often? For worj or holidays?". First, T modells the activity for the students and then Ss stand up, walk around and wil have to ask each other these questions.
T will give Ss a chart in which they have to write 2 things for each of the verbs they use with verb-ing, that is, like, don't like, don't mind, hate". Then, T elicits answers from the Ss.