Laurie Galbraith: TP 5
To provide review and practice of present simple grammar in the context of in regard to jobs (details of, logistics, student likes and dislikes).
To provide accuracy in speaking practice by way of conversations styled as an interview about jobs in the context of hours, difficulty level, transportation utilized, feelings toward and location.
Procedure (37-44 minutes)
-T asks Ss if they have a job. Choose a female, male, two students and T when asking. -Elicited responses will include from both individuals and the class: Yes, I have a job. Yes, you have a job No, I don't have a job. Yes, SHE has a job Yes, HE has a job. Yes, THEY have a job. No, SHE/HE doesn't have a job No, THEY don't have jobs. On the WB, T will write a basic chart: Do you Does she/he HAVE A JOB? Do they Do you we WALK TO WORK? they Does he/she TAKE THE BUS?
-T plays Audio 1.81 (Lord Duncan clip) to refresh Ss memory. Instruction to listen and remember from yesterday with Michelle. -Handout to Ss with sentences adapted from Grammar Ex: 1. Sentences are incorrect and require correction by the Ss. Ss work in groups to make corrections. - T puts written FB on WB.
-T divides students up by colored strips of paper to allow for three or four teams. -T puts sticky cut-ups on the two WB in the class. -T models for Ss how to arrange words into an accurately formed sentence. -Group students according to color (should produce 3-4 teams), and have them go to the board to arrange their sentence correctly.
-T instructs students to listen closely...T says three sentences aloud first time. -T says sentences again and says them with a "robot-like" intonation. T uses hand motion to parallel intonation sound as all sentences are read. -T asks...which sounds right? Say out loud again and write on WB a "swoop" to mimic the intonation and also one for the robot sounding sentence. -T asks students to pick which one is right. -Choral drilling for all three sentences with accurate intonation.
T writes on WB in prep for activity: Prompts from SPEAKING Ex: 1 -T provides students with images of different jobs. T models with an able student a pretend interview about the other person's job. Ss do not tell each other what they are, but must guess. -T as models interview with student, she points out question prompts on the board meant to help Ss figure out what job the other has.
-Ss trade job photos with each other and interview again, using same prompts on WB. This time, T instructs to say what they like best about their job or why they don't like it, giving them a chance to use some of their own preferences and allow for less controlled speaking. -T provides delayed correction on WB if time.