Gulshat Gulshat

Teaching practice 7
Begginers level

Description

In this lesson the students will be introduced the irregular verbs through the PPP approach and in the context of the famous people, that will contain different nationalities. They will be presented some of the irregular verbs together with the regular ones, reflecting the latter from the previous lesson. After, they will do a controlled practice of the TL and wrap up the lesson with the semi-controlled writing practice.

Materials

Pefvlytkrwghjh46fu04 semi controlled written practice about rumi Make up the sentences HO for written practice
Uck7dhmkqs6ootb2lhao text 1 about ataturk Text about Ataturk
Cyq6l32uszgryrh7yii5 ho with controlled practice exercise Fill in the table
V9gc443ftleuks1g7vug common irregular verbs for your use List of the irregular verbs

Main Aims

  • To provide clarification and practice of Irregular and regular verbs in the context of famous people of Turkey

Subsidiary Aims

  • To provide product writing practice of a sentences in the context of famous people in Turkey that lived in the past

Procedure

Warmer/Lead-in (3-5 minutes) • To continue the previously set context about famous people and engage students

The students will be shown pictures of the famous Turkish people that they should name. Under each picture the teacher writes the years every person was born in and died and gives a model sentence, so the students could say about the rest of people. Model sentence: Ataturk was born in 1881. To write under each picture: Ataturk - 1881 - 1938; Rumi 1207-1273; Yunus Emre 1240-1321; Baris Manco 1943-1999

Exposure and highlighting (10-12 minutes) • To provide context for the target language through a text and highlight the TL

The students will be given a HO with a text about Ataturk. The text will contain the regular and irregular verbs. The students read the text and answer the question below. They discuss the answers in pairs and then the teacher elicits the TL asking the CCQs. The teacher writes the infinitive form of the elicited verbs on the WB. In case the students don't understand what the "Six Arrows" mean, to show the picture of the famous political party and symbol of Kemalism

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher clarifies the form, meaning and the pronunciation of the irregular verbs that are written on the board. The teacher can also show the timeline to show that these events happened in the past and some verbs have another form rather than 'ed/d'. The teacher asks the CCQs listed in the LA and also handles in the list of the most common irregular verbs and shows the Oxford Dictionary for Elementary Students as an example that every dictionary has a table of the irregular verbs and their forms in the past

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The students will be given a HO where they should write the second form of the irregular verbs. The HO will also contain some of the regular verbs and the example how to do the exercise. As a feedback the teacher writes the verbs on the board and ask the students to write their answers next to each verb.

Semi-Controlled Written Practice (10-12 minutes) • To concept check further and prepare students for extra free speaking practice

The students will be given a HO with set of different word and verbs they used through the lesson. They should make up the sentences using these words. The context will be about famous Turkish poet, Rumi. Then they check each other in pairs. The teacher does the WC feedback and elicits the mistakes on the WB and let the students do the self-correction.

Free Practice (extra in case of time left) (5 minutes) • To provide students with free practice of the target language

The students will work in pairs and tell each other about famous people of Turkey. They can talk about the people that were not discussed at the lesson (Yunus Emre, Barish Manco). While speaking, the teacher monitors the activity and elicits the mistakes for the further self-correction. Model sentence: Yunus Emre was born in 1240. He wrote a lot of poems

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