Teaching Practice 3b
Upper Intermediate level
Grammar: To provide clarification and practice of using 'will' to describe present habits in the context of Parents and Children.
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 (34-48 minutes)
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.
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).
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?
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).
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).
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.
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.