Teaching Practice 2
To provide clarification and practice of present simple tense for third person
To practice speaking fluency using present simple tense
Procedure (34-50 minutes)
T puts SS in pairs, using a line-up activity. T asks 3 SS what time they get up, have lunch and go to bed and writes their answers on the board: While doing so, he per-teaches noon and midnight by writing 12pm and 12am on the board and eliciting how we say them.
T points SS' attention to their answers from the previous stage and asks them to work in pairs and make them true about Laura when she is in Barcelona. SS work in pair and make sentences about Laura. T gets WC FB and writes these model sentences on the board: 1- Laura gets up at 8 am. 2- She has lunch at 2 pm. 3- She goes to bed at 11 pm. T elicits the tense and clarifies the meaning by asking CCQs: - Are the sentences in the past or the present? - Does Laura get up at 8 am on Mondays/Tuesdays/Fridays? (Yes) - Does she get up at 8 am every day? (Yes, this is her routine) - Does she have lunch at 2 pm only on Wednesdays? (No) - Does she have lunch at 2 pm every day? (Yes, this is her routine) - Does she go to bed at 11 pm every night? (Yes, this is her routine)
T puts SS in groups of 3 and gives them a handout with some questions about other activities that Laura does and wants students to brainstorm the answers using the verbs after each question. SS work in groups of 3 and answer the questions using the verbs given. In FB, T elicits the answers and writes them on the board. T elicits the name and form of present simple affirmative: I/We/You/They + base verb He/She/It + base verb + s T models the pronunciations and asks for choral and individual repetition of the model sentences.
T chests the grammar exercise handout and demonstrates the task by writing the first gap-fill sentence on the board and underlining the correct answer. T gives SS the handouts and asks them to do it individually. SS check their answers in pairs. T gets whole class FB.
T puts SS into new pairs, giving them letters of alphabet. T asks SS to take a piece of paper. T writes an example sentence and demonstrates that SS should guess their partner's routine and write at least 4 sentences about them: 1- My partner gets up at .... 2- My partner ... ICQs: - Do you work in pairs or alone? (Alone) - How many sentences do you write? (Minimum 4) - Do you ask questions? (No, guess) - Do you show your sentences to your partner? (No) SS work individually and guess their partner's routine and write their sentences. T monitors each pair and corrects their sentences. SS work in pairs and check their guesses. T gets FB by asking how many of their guesses were correct and encourages SS who had the most correct guesses.
T chests the pronunciation exercise and shows SS the table and wants them to listen and repeat the words. SS listen and repeat chorally and individually.
T writes the 3 sounds on the board. T directs SS' attention to exercise 2 and asks them to listen to the words and write them in the correct column. ICQs: - Do you listen and repeat? (No) - Do you do it with your partner? (No, alone) SS listen and write the words in their correct places. SS check their answers in pairs. T gets WC FB.
T asks SS to work in pairs. A points to a word and B pronounces it. T monitors SS and corrects their mispronunciations.
T chests a list of nouns and elicits their collocations. T writes an example sentence with one of the nouns. T asks SS to choose 4 of the nouns and write a sentence saying what time they do them. ICQs: - Do you work in pairs or alone? (Alone) - Do you speak or write? (write) - How many words do you choose? (4) - How many sentences do you write? (1 with each word) - What's each sentence about? (What time you do each activity) T gives SS the handout. SS work individually and write their sentences. T monitors and helps them.
T draws the 'Find someone who...' table on the board and demonstrates the task with some of the SS. T ask SS to mingle and exchange their sentences. If they find someone who has the same routine, they write their name in front of the activity. T encourages SS to talk to everyone. SS stand up and mingle, exchanging their routines with each other. T monitors them as they are speaking and collects some present simple errors for later FB. In FB, T asks SS to raise their hands if they go to bed, have breakfast, ... at the same time.