Teaching practice 4
To provide review and practice of forniture in the context of a house
To provide fluency speaking practice in an information gap in the context of house and furnitures
Procedure (35-48 minutes)
T asks a few SS if they live in a house or an apartment and if they like it. He puts them in pairs to discuss this question: What's a perfect apartment? SS discuss the question in 2 minutes while the teacher is monitoring. T gets a whole class feedback.
T chests a handout of furniture and their names and asks SS to match them individually. SS do the task and check their answers in pairs. SS listen to the audio and check their answers. T writes the words on the board along with their phonetic symbols and drills their pronunciation.
T asks SS to work in pairs. Student A points to a picture and student B names it. Then they change roles. T demonstrates the task by playing the role of student A with one of the students. SS work in pairs and do the task. T monitors them and corrects their pronunciation mistakes.
T puts a photo of a house plan on the board and elicits the name of the rooms. T writes the names of the rooms on the board and asks some CCQs: -Where do you sleep? (In the bedroom) -Where do you make lunch? (In the kitchen) -Where do you take a shower? (In the bathroom) -Where do you watch TV? T drills the pronunciation of the words and asks for choral and individual repetition.
T shows SS a HO of the list of furniture and rooms of the house. He asks SS to work in pairs and put the words in the correct place. T gives them the HO. SS work in pairs and do the task.
T tells SS that they are going to talk about the furniture in their houses. He puts SS in groups of 3 using numbers 1-3. T writes this question on the board and asks SS to discuss: -Which things do you have in your... kitchen? living room? bathroom? bedroom? T demonstrates the task by eliciting some clues: In my ...., there's a/ there are... SS work in groups of 3 and discuss the question. T monitors and finds their mistakes. In FB, teacher asks SS if they have the same things in their houses.
T shows SS a HO of the pronunciation exercises and asks them to look at the words in part one and just listen to them. T plays the audio track and SS listen to the words. Teacher clarifies the pronunciation by asking some CCQs: -Is there a sound between /l/ and /f/ in 'shelf'? (No) -Is there a sound between /m/ and /p/ in 'lamp'? -Do we add a sound between 2 consonants? (No) Teacher drills the words. SS listen and repeat chorally and individually.
T points SS' attentions to part 2 of the pronunciation HO and asks them to work in pairs and say the words to their partners. T monitors and corrects their pronunciation mistakes. SS listen to the audio track, check their answers and repeat the words.
T asks SS to look at the sentences in part 3 and read them with a partner, T monitors and helps them if necessary. In FB, T writes the sentences on the board and highlights the connected speech. T plays the audio track. SS listen and repeat the sentences.
T draws the plan of his own house on the board and asks SS to take a piece of paper and draw the map of their houses.. ICQs: - Are you going to talk about your house or draw it? (Draw it) - Does it have to be a perfect drawing? (No) SS work individually and do the task. While they are doing so, T writes some useful phrases on the board for the next speaking activity: I live in a flat/an apartment. There are ... bedrooms. There's a ... In the living room, we have ... and ...
T puts SS in new pairs and asks them to take turns and describe their houses to each other, using the useful phrases on the board if necessary. T monitors and collects some of their common problems for a delayed correction.. In FB, he asks SS which of them have similar houses?