New lesson plan: Teaching Practice 4

AYDA

Teaching Practice 4 - Upper Intermediate level

Teaching Practice 4
Upper Intermediate level

Description

In this lesson, students participate in an integrated practice, dealing with listening, speaking and writing, based on a recording about a moral dilemma. The lesson starts with a vocabulary task about being honest or dishonest. This is followed by a jigsaw writing where students listen to an audio about moral dilemma and continue the story themselves by writing a passage. Finally, there is some freer practice via speaking about their endings.

Materials

Writing, Vocabulary and Audio script Handouts

Writing, Vocabulary and Audio script Handouts

Main Aims

To give Ss' practice in integrated listening, speaking and writing dealing with the issue of moral dilemma

Subsidiary Aims

To give students practice in grammar they've just learnt by writing exercise. To extend Ss' knowledge of vocabulary relating to the subject of honesty and dishonesty.

Procedure (30-45 minutes)

Vocabulary (5-8 minutes) • To familiarize Ss with metaphors related to honesty and dishonesty

The T reads the information about the metaphors to the students. Then she tells them to look at each of the example sentences and tell her which ones refer to a honest position and which ones to a dishonest position. The Ss then match the sentences to their meanings below. The T provides answer key on the board.

Listening/Specific information (5-10 minutes) • Diagnosing Specific Information

The T grabs the Ss' attention to the listening task and asks them to take notes while listening since they need the information given, for their upcoming writing task. The Ss compare their notes in pairs. The T plays the recording a second time and let Ss check. If necessary she provides Ss with audio scripts after listening.

Writing (10-15 minutes) • Making the Ss practice the recent grammar points they just learnt and putting them in a productive situation

The T reads out the questions from exercise 2. Then she asks the students to think about what Ben did. This is a critical exercise, so the Ss should be given time to think before they write. Then the T asks the Ss to write the end of the story. The T circulates and monitors, helping where necessary. This part should be individual work.

Speaking (10-12 minutes) • To allow students an opportunity to use the language in an interesting, meaningful context

The T puts students into groups of three or four. Then she tells them to read out the end of their stories and discuss what they think Ben did. The T asks different groups to report back what they wrote and where they differed.