Teaching Practice 6
To provide clarification of language used for linking ideas in the context of giving reasons
To provide fluency speaking practice in a conversation in the context of giving reasons
Procedure (45-60 minutes)
T hands students the test and asks them to work alone. He times the activity (four minutes) and Ss take the test. T monitors and checks how many students are struggling with the test and which phrases cause the biggest problems for Ss. T gets FB from students on which ones are they 100% sure about, which ones they think they know about and which ones they don't know at all. T assign three groups and asks Ss to check their answers in groups to make sure they have the correct answers. T takes notes of Ss answers. If they know most of the linking words, T will clarify some of the difficult ones and goes straight into practice. If they do not know most of them, T will elicit M, F and drill P.
T will elicit some ideas from Ss about the text they read and continues in the same context of economy. T asks Ss Qs aimed at giving reasons. "Why do you think that is interesting? Why do you disagree? Why do you think so?" T sets the context of the functional language used for giving reasons.
T elicits the linking words that we use for giving reasons " Because, as a result, consequently, since, so" writes some of them on the board and elicits the stress and parts of speech. T drills some words (if necessary). T gives Ss a HO "read the text quickly and complete the sentences with the words above. work alone. you have two minutes" Ss read then the teacher asks them to check their answers in groups. T "in your groups, do ex B" T monitors and then gets W/C FB.
T writes on the WB "Does your country have a strong economy? How does that affect you? Use the linking words in your answers." and asks Ss to mingle and ask and answer these questions. T monitors for correct use of the TL and takes notes for delayed error correction. T stops the activity and gives FB.
T gives Ss a HO and says "Match the sentences 1-5 with the sentences a-e. work alone" T stops the activity and asks Ss to check their answers in groups. T monitors, then takes W/C FB.
T writes on the board "Do you think it is possible to reduce your electricity bill? Why?/Why not?" T asks students to mingle and ask and answer this question as a free practice of the TL (linking words for giving reason)