Teaching Practice 6a - NIGHT AND DAY
GRAMMAR: To provide clarification, review, and practice of adverbs of frequency in the context of daily routines and habits.
SPEAKING: To provide fluency and accuracy practice, using adverbs of frequency, times of day, and verbs describing daily habits.
Procedure (33-45 minutes)
- T asks students to identify if they are a morning person (early bird) or night person (night owl), based on the last activity from slot 1 - T gives moon cards to night owls and sun cards to early birds and creates new small groups of 3-4 Ss - Once Ss are seated next to their new partners, T draws a horizon on the WB with a sunrise, high noon, sunset, and moon. T elicits the following phrases: * in the (early/late) morning * at noon * in the (early/late) afternoon * in the (early) evening * (late) at night * at midnight - T informs Ss that she is a night owl and then tells Ss to guess at what times of day she usually does the following activities: * wake up * eat breakfast * drink coffee * go to work/school * eat lunch * eat dinner * go to bed - Ss are given a slip of paper with one of these verbal phrases, they discuss their thoughts with their group about when the T does this action, then they go to the WB and stick the slip in the appropriate place on the horizon - T praises and gives FB, then she removes the slips of paper of activities that she never does and says, "I don't eat breakfast." and "I don't drink coffee."
- After T removes 'eat breakfast' and 'drink coffee' slips from WB, she draws a zero and elicits the word 'never' from Ss - T adds a % to 0 and then draws a chart with 100% at the top and 0% at the bottom, then elicits the word 'always' - T writes other percentages (70-90%, 30-50%, 10%) and elicits/provides remaining adverbs of frequency: usually/often, sometimes, hardly ever - T elicits sentences using the verbal phrases along the horizon and asks Ss to repeat them, then drills with backchaining - T writes sentences on the WB and elicits the form - T distributes Mike's Routine HO with six sentences to each pair and then asks them to work together to create the correct sentences using adverbs of frequency, T monitors pairs - T plays track 1.86 and asks Ss to correct their sentences
- T fans out coloured slips of paper with more detailed activities (e.g. wake up before 6:30 in the morning on Saturday) and holds them out for Ss to pick a colour - Ss are grouped together with other Ss of the same colour - Ss must work together to come up with original sentences using the phrase on their slip of paper, then practise saying their sentences to the rest of the group - T monitors and takes notes - T nominates Ss to read their sentences, gives FB and praise - If there is an error, T writes sentence on the board and asks WC to correct
- T says the following sounds and words, asking Ss to look closely at her mouth - Ss repeat, T drills 2-3 times for each sound - choral drilling and nominating of individual Ss - T asks Ss to listen first and plays audio track 1.88, then she plays it again and asks students to repeat the sentences - T drills and does backchaining with Ss
- T pairs up partners sitting next to each other. - T asks all Ss to hold up their sun or moon card to indicate if they are night owls or early birds. - T asks Ss to think about their night owl/early bird partner and make guesses about their daily habits. - T holds up adverb partners A & B worksheets and tells Ss that they will circle the adverbs that they have guessed about their partners and to raise their hands when they are finished - T elicits yes/no questions and answers about adverbs of frequency * E.g. Do you get up before 6:00 in the morning? (Yes, I do. I always get up before 6. / No, I don't usually get up before 8:00.) - T instructs Ss to use the correct question form to ask their partners if they guessed correctly, then mark T or F on the sheet - T gives praise and FB, provides correction as needed
(If time...) - T reviews yes/no question form and show Ss how to form the right questions using the underlined information on the survey cards - T holds up the survey cards and instructs Ss to ask a classmate about the activity on the card. If the student says yes, make a tick mark on the card. - T asks Ss to stand up and hands a card to each, then asks them to start mingling - T writes the letters A - L on the board - At the end of the mingle activity, T asks how many students answered yes to the questions on the survey cards and makes a tally on the board next to each letter - T gives FB, praise, and correction