jo hardern jo hardern

Teaching Practice 3b
Upper Intermediate level

Description

This lesson will focus on 'grammar' - using 'will' to describe habits, express criticisms, and state general facts. For example: I will usually have a biscuit with my tea. She will not do her homework. In Russia people will give their children 3 names. The Ss will begin by discussing their habits and their children's/ partner's to re-engage in the topic of parents and children by activating schemata and recalling recently learnt knowledge. This will set the context for natural use of the grammar in the lesson. This will follow with a quick matching game to pre-teach vocabulary for the exercises. Ss will then role play in pairs a parent-to-child scenario given by the teacher (there will be 4 different scenarios). Ss will chose to A and B in their pairs, one being the parent and one the child. The Ss will have 2 minutes to practise together and then show these to the class. The role plays will be a context-setter for use of will. T will use one of the scenarios where the son is always tired because he stays up late watching TV, to elicit the use of 'will' in a natural sentence. 'He will stay up late, watching TV'. T can ask Ss CCQs such as 'What was the problem? Why is he always tired?' to check understanding and elicit the sentence. After eliciting the sentence, T will write this on the WB and encourage Ss to analyse the TL, identifying the forms, meaning and stress. T will use a time line to demonstrate that habits can be in the past, present,and future. Ss will create more example sentences using 'will' from the scenarios they role played: She will leave her clothes on the floor (demo) 1) She won't do her homework 2) He won't listen 3) He/they won't accept he is growing up T will elicit the negative use of will ( will not) and contractions (won't), then concept check that Ss understand meaning (a habit, continuous, fact). T will point out will often use will in sentences with adverbs of frequency ( often, usually). The next exercise will practise Ss receptive skills and help them to recognise word stress. T will highlight that we do not always stress the 'will', and ask Ss to listen to 4 sentences on the audiotape focusing when will is and isn't stressed. T will then handout a worksheet with these sentences on and ask Ss to listen again and underline the will in a sentence only when it is stressed. ICQ here to ensure Ss understand the instructions. Ss will then feedback in pairs checking each other's answers - an answer key will be placed on the board. WG read sentences together emphasising stress on 'will'. T guides students to identify when we stress the will (criticism) and when we don't (habit and fact), eliciting this through CCQs. Ss practise identifying stresses with more sentences. CCQ check with asking why it is / isn't? The lesson will close with testing the students understanding of the use of will for present habits, general facts, and criticisms. Ss will refer back to their original role play scenario and write 3 sentences using will. Ss share with partner, remembering to put the right emphasis on will. T monitors pair work. The lesson will finish with Ss reading out one of their sentences to the class- why reply with habit, criticism, general truth. Ss will take away a review sheet with examples of sentences using will to describe a present habit.

Materials

Abc 3b: matching words vocab
Abc 3b roleplay scenario cards
Abc 3b listening activity worksheet
Abc 3b review worksheet
Abc audio recording

Main Aims

  • Grammar: To provide clarification and practice of using 'will' to describe present habits in the context of Parents and Children.

Subsidiary Aims

  • Speaking (productive skills): To provide fluency speaking practice through discussion and role-play, in the context of Parents and Children. To practice recognising and producing correct word stress within a sentence according to meaning and context - with 'will' as a present habit.

Procedure

Lead-in (2-4 minutes) • To set a natural context for TL (grammar point) and motivate Ss to personally engage in the topic of Parents and Children.

1) Write habits on the board and start WG discussion on Ss own habits and their children's/ partner's to re-engage Ss in the topic of parents and children.

Stage1: Pre-teaching Vocab (3-5 minutes) • To prepare students for productive exercises and check current knowledge of lexis.

Pre-teach useful vocab (habits, typical, insist, accept, allow, criticism) using a matching activity, matching words to definitions before the exercises. WC check from WB. Drill words - as necessary - assessing Ss ability and prior knowledge. CCQ (see language analysis sheet for stage 2 CCQs).

Stage 2: Role plays (semi-controlled practice) (7-9 minutes) • To set a natural context for grammar learning and practise Ss productive skills (speaking).

1) T will demo a role play scenario (with Ss or other T). 2) Split Ss into pairs, one being A, one B. A's parents, B's children. 3) Ss given a scenario card to role play. 4) Ss have 1 min to discuss with other A's/ B's in groups 5) Ss have 2 mins to practise together. Then show to the WC. ICQs: How long do we have? Who are the A's/ B's? Wave, smile at each other? Are A's the parents or the children?

Stage 3: Language analysis: meaning, form, pronunciation (7-9 minutes) • To present students with TL (grammar point: using will to describe present habit) and analyse.

1) The role plays will be a context-setter for use of will. T will use one of the scenarios where the son is always tired because he stays up late watching TV, to elicit the use of 'will' in a natural sentence: 'He will stay up late, watching TV'. 2) CCQ:Eliciting questions: What was the problem? Why is he always tired?' to check understanding and elicit the sentence. 3) After eliciting the sentence, T will write this on the WB and encourage Ss to analyse the TL, identifying the forms, meaning and stress. 4) T will use a time line to demonstrate that habits can be in the past, present,and future. 5) Ss will create more example sentences using 'will' from the scenarios they role played: She will leave her clothes on the floor (demo) * She won't do her homework * He won't listen * He/they won't accept he is growing up 6) T will elicit the negative use of will (will not) and contractions (won't), then concept check that Ss understand meaning (a habit, continuous, fact). Use finger contractions. 7) T will point out that we often use will in sentences with adverbs of frequency (often, usually).

Stage 4: Listening for sentence stress. (Receptive skills) (7-9 minutes) • To get Ss to practise the correct sentence stress in TL. To encourage language awareness through eliciting how stress changes when a sentence functions differently.

1) Ss to listen to 4 sentences on the audiotape focusing when will is and isn't stressed. 2) T will then handout a worksheet with these sentences on and ask Ss to listen again and underline the will in a sentence only when it is stressed. ICQ to ensure Ss understand the instructions. 3) Ss feedback in pairs checking each other's answers - an answer key will be placed on the board. WG read sentences together emphasising stress on 'will'. 4) T elicits that we stress the will when it is a criticism and we don't stress for habit and fact through CCQs (see language analysis sheet for stage 4).

Stage 5: Practising sentences with will (speaking and writing receptive skills) (5-7 minutes) • To allow Ss to practise producing TL using their own sentences.

1) Ss look back at their role play scenarios and write 3 sentences using will about them. 2) share with partner. 3) T monitors PW.

Follow-up: Quiz and handout (3-5 minutes) • To test Ss understanding and provide review checklist

1) The lesson will finish with a quick quiz - Ss read out one of their sentences to the class, who reply ' habit, criticism, or general truth' and agree the stress was correct. 2) Ss will take away a review sheet with examples of sentences using will to describe a present habit.

Web site designed by: Nikue