Kamal Kamal

Teaching practice #5
Starter level

Description

Ss start the lesson by revising some words related to food and drink. Ss then practice listening for gist and details by listening to a man talking about his family. After that, Ss have a vocabulary exercise in which they learn some phrases with like, have, live, work and study, e.g. like football. The lesson is concluded by a writing exercise in which they write about their family.

Materials

7lxlmfzs86kxoaovfg5a listening Listening.pdf
5kvoeepusoyz5ktjzfwr finctional language Functional language.pdf
Gh5m7jcrrliojo5ipzco tp 5 TP 5.pptx

Main Aims

  • To provide gist and detailed listening practice by listening to a man describing his family members in the context of preferences.

Subsidiary Aims

  • To provide review and practice of phrases with like, have, live, work and study in the context of preferences.
  • To provide product writing practice of a paragraph in the context of describing family members.

Procedure

Warmer (1-2 minutes) • To set lesson context and engage students

T shows Ss a photo of a pizza on OHP. T asks Ss what they can see. T asks Ss if they like having pizza.

Lead-in (5-7 minutes) • To personalise the topic and engage the Ss' interest

Ss are asked to write ten kinds of food and drink that they like. Ss are given 2 minutes for this. Ss are put in pairs. Ss read their sentences to their partner and then listen to their partner's sentences. T asks some Ss what they like on their partner's list.

Pre-listening (1-2 minutes) • To prepare Ss for the listening exercise and make it accessible.

Ss are shown a photo of a man "Ricardo" and are asked where he is "Peru". T asks Ss if they know where Peru is. (South America)

Listening for gist (5-7 minutes) • To provide Ss with less challenging gist listening.

T draws Ss' to ex 2a. Ss are asked to listen to the track and to write down who Cecilia, Carlos and Diego are. Ss then compare answers with a partner. T gets WC FB and checks answers. (Cecilia: his wife, Carlos and Diego: his sons)

Listening for details (6-8 minutes) • To provide students with more challenging detailed listening

T draws Ss' attention to ex 2b. Ss are asked to listen again and choose the correct word. Ss check answers with a partner. Ss are given the tape script to check their answers in pairs. T elicits answers to make sure they got them right.

Vocabulary (7-9 minutes) • To clarify meaning, form and pronunciation of functional phrases with like, have, etc.

T draws Ss' attention to ex 1a. Ss are asked to match the words or phrases to the verbs. Ss are given 4 minutes for this task. Ss then are asked to compare answers with a partner. Early finishers are asked to come to the board and write the answers. T gets WC FB whether the agree or not, then makes corrections if necessary. T drills the phrases chorally and individually. Ss are asked to test each other in pairs. One looks at the paper and says e.g. two children, the other student has to remember the whole phrase and say "have two children. Ss then swap roles.

Writing (6-8 minutes) • To provide Ss with product writing exercise

Ss are shown a paragraph describing T's family. Ss are asked to write a similar paragraph about their family by making the necessary changes. Ss are given 7 minutes for this task. T monitors and provides help if needed.

Post-writing (6-9 minutes) • to share what they have written with their peers

Ss are divided into groups of three. Ss read their paragraph to their partners then listen to their paragraphs. T asks some Ss what they can remember about their partners' families.

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