Teaching Practice 5
To give students practice in reading comprehension both for gist and specific information
Speaking:To use functional language in order to provide accuracy and fluency
Procedure (36-45 minutes)
1-The teacher (T) writes the following sentences stated below on the WB during the break (before the lesson starts) When the lesson starts: 2-T: "I study here but I live 32 kilometers away. It takes me 2.5 hours to get here by bus in the morning." 3-and explains the meaning by eliciting and also by drawing ITI and her home and an arrow between them and put "2.5 hours/32km and a bus" in order to make it simple. 4-She also writes down the question "How long does it take you to get to ITI?" and repeat some parts of the question and sentence with the class. 5-Then she elicits answers related to the way of transportation by asking "by bus, what else?" and start to write them on the WB like by bike, by car, by train, on foot". 6-T: "What about you?" in order to hear some answers from students as examples. 7-T:"Please work in pairs." "Tell each other how far you live from ITI?" 8-ICQs: "Are we working individually?"NO. "Are we going to tell how far you live from ITI?"YES. "What are you going to tell each other?"How far we live from ITI. 9-FEEDBACK: Everyone stands up and gets in line from the nearest to the furthest to ITI.
1-T shows pictures of a forest, a sea, a lake, a mountain and a river one by one and elicits the words related to the pictures. 2-T puts the students(Ss) in different pairs and wants them to tell each other "how far are these things from where you live?" one example can be done to show the activity. 3-ICQs: "Are we going to work in groups?" NO. "Are we going to work with the same partner?"NO. "What are we going to tell each other?"How far these things are from our homes. 4- FEEDBACK: Some Ss share their answers with the class.
1-T writes the title of the text on the board: "I live here but I work 800 kilometers away." 2-and tells Ss that "we're going to read a text about two men, Jose Luis and Lawrence". 3- and asks "what can be the text about?" and elicits answers. 4- T: "Read the text individually" and "find where they live and work." 5-T: "Talk with your partner about where they live and work.", "Do you agree? or disagree?" (Pictures of Argentina, Malta and UK can be used based on timig and eliciting.) 6-FEEDBACK: Ss share their answers with the class.
ACTIVITY: Reading for details, PW, GW 1-T: "Read the text again, individually" and "answer these questions with your partner." 2-ICQs: "Are we reading in groups?"NO. "Are we reading individually?"YES. "Are we answering questions with our partner?"YES. 3-T: "Work in groups of four(this can be done based on timing) and check your answers." 4-FEEDBACK: Ss share their answers with the class. "How many times" is explained according to the feedback.
ACTIVITY(CAN BE OPTIONAL): PW, 1 minute 1-T: "Talk with your partner and tell each other." "Do you know anyone like Jose Luis or Lawrence?" "Does your sister/brother/wife/child work and live in different places like Jose or Lawrence?" Ex: "My cousin lives in Ankara but works in Istanbul." 2-ICQs: "Are we working individually?"NO. "Are we talking about people we know who work and live in different places?"YES. 3-FEEDBACK: Some Ss share their answers with the class. ACTIVITY: PW, ADVANTAGES /DISADVANTAGES 4-T: "work in pairs and talk about the advantages &disadvantages of living far away from your work & living close to your work". T can explain the activity by drawing pictures on the WB. 5-ICQs: "Are we working in pairs?"YES. "What are we talking about?"Advantages and disadvantages of living far away from/close to work." 6-FEEDBACK: Some Ss share their answers with the class. ACTIVITY (CAN BE OPTIONAL): PW, GW (PYRAMIDING) 7-T: -" Work in groups of four people" and -"you will all go to the same place and you have only 4 days of holiday" so -" agree on where to go on holiday whether it will be America or somewhere in Europe" -"how far is it from Istanbul?" -"how are you going to get there? by car, by bus, by plane?" -"Are there any mountains, rivers there?" T writes these questions on the WB too. 8-ICQs: "Are we going to work individually?"NO. "Are we going to work in groups?"YES. "Are we going to decide on where to go?"YES. "Are we talking about how to get there?"YES. 9-Groups are joined and an open class discussion is executed between Ss in order to decide where to go and other questions. 10-FEEDBACK: Some Ss share their answers with the T. OPTIONAL ACTIVITIES (if there is extra time): 1st OPTIONAL ACTIVITY: Find the opposites of the adjectives in the article. ABOUT ACTIVITY: PW, 1minute INSTRUCTIONS: "You see the adjectives here.", "Find the opposites of the adjectives in the article and write it or underline it" If needed, the teacher can use mimes or gestures to show "underline". ICQs:"Are we going to work individually?"NO. "Are we going to find the answers/words in the text?"YES. "Are we going to underline the sentences that have the answer in it?"YES. FEEDBACK:The answers are shared with the class. 2nd OPTIONAL ACTIVITY:Speaking, "Think of one place you like and one place you don't like. Why do you like or dislike them?" ABOUT ACTIVITY: PW, 2-3 minutes INSTRUCTIONS:"in pairs, tell your partner about one place you like and one place you don't like. Why do you like or dislike them?", "and then your partners tell you the places they like/dislike and why?" The teacher also writes " a place you like& a place you don't like, why?" on the WB. ICQs:"Are we going to work individually?"NO. "Are we going to talk about the places we like and dislike?"YES. "Are we going to talk about the reasons why we like/dislike the places?"YES. 3rd OPTIONAL ACTIVITY: Vocabulary (prepositions of place) Ex.1 and Ex.2