Ebrahim Keighobadi Ebrahim Keighobadi

Teaching Practice 8
B2 level


In this lesson, students learn about reflexive pronouns through TTT. They start by doing a multiple-choice test which diagnoses their ability to recognize reflective pronouns. This is followed by a clarification stage (if necessary) and some controlled practice where students do a gap filling exercise. Finally, there are some sentence beginnings which students complete in a way that they agree with or is true for them.


Abc Gap-fill handout
Abc Multiple-choiceTest
Abc Discussion handout
Abc Information-gap Handout
Abc Powerpoint slides

Main Aims

  • To provide review and practice of reflexive pronouns using TTT

Subsidiary Aims

  • To provide fluency and accuracy speaking practice


Test (3-5 minutes) • To diagnose students' knowledge of reflexive pronouns and their ability to use it

T chests a multiple-choice test about object and reflexive pronouns and asks SS to work individually and choose the correct answer.. T tells them it's OK if they can't do it. SS work individually and do the test. T monitors them closely to see how well they are doing the test. When they have finished, T asks if anyone has answered all of them. Then T asks SS to compare their answers in pairs. T reads the answers and shows the Answer Key. T asks SS if there are any answers that they strongly disagree with.

Teach (1-5 minutes) • To clarify weak/problematic areas of the target language

If most of the class didn't have much problem doing the test in terms of MFP, T skips slides 2 and 3 and moves on to the next stages of the lesson and does some controlled and freer practices. If they knew the meaning but their form was not good, T focuses on form. If their pronunciation was bad during peer checking, T focuses on pronunciation. If they had problems understanding the meaning, T shows a marker sentence from the reading text in the previous lesson and asks SS to discuss the CCQs in pairs: He describes himself as a psychological illusionist. CCQs: Who is the subject of the sentence? He Who does he refer to? To Brown What is the object? Himself Who does it refer to? To Brown Are the subject and the object the same person? Yes

Test (2-3 minutes) • To diagnose students' knowledge of 'each other' and their ability to use it

T projects two sentences on the board and asks SS to work in pairs and discuss the difference in meaning between them: 1- We taught each other a magic trick. 2- We taught ourselves a magic trick. T gets WC FB and if necessary, asks some CCQs to clarify meaning: - Which sentence describes a reciprocal action (I did something for someone and they did the same thing for me)? 1 - In which sentence we had a self-study? 2 - In which sentence the subject and object are different people? 2

Controlled Practice (4-5 minutes) • To practice 'reflexive pronouns', 'object pronouns' and 'each other'

T chests SS a gap-fill HO and asks them to work individually and fill in the gaps. T gives SS the HOs. SS complete the sentences and then compare their answers in pairs. T reads the answers and projects them on the board and asks SS if there are any answers that they strongly disagree with.

Controlled Practice (2-3 minutes) • To highlight the second function of reflexive pronouns used for emphasis

T chests an information gap HO and tells SS that they are going to work in pairs. Student A reads a question from the left and student B completes the answers to the questions using reflexive pronouns.Then they change roles. T demonstrates the task by giving the HO to 2 SS to read the example. T gives the HO to the rest of the class to ask and answer the questions. In FB, T asks the front row to ask questions 2 and 3 and the back row to read the answers. Then he asks the back row to read questions 4 and 5 and the front row to read the answers.

Semi-controlled Practice (3-4 minutes) • To practice paraphrasing sentences, using 'reflexive pronouns' and 'each other'

T shows a photo of a girl looking at her reflection in the mirror and asks SS to make a sentence about her (she is looking at herself in the mirror). T tells SS that they are going to do the same thing, paraphrasing some sentences using 'reflexive pronouns' or 'each other'. T projects 8 similar sentences. SS work in pairs and paraphrase them. In FB, SS nominate each other to read the answers.

Semi-controlled practice of the target language (9-12 minutes) • To have a small group discussion using reflexive pronouns

T puts SS into groups of 3, using letters A, B and C, and shows a slide with 9 questions and asks SS to discuss them in their groups, giving complete answers. T asks SS to take note of the answers. Each student should report 3 of the questions: Student A reports the answers to questions 1-3. Student B reports 4-6. Student C reports 7-9. ICQs: How many questions are there? 9 How do you discuss them (do you give short answers or full answers)? Giving full answers. What do you do with the answers? Take notes. Who takes notes of questions 1-3/4-6/7-9? Student A/B/C. SS discuss the questions in their groups. T monitors them, making sure they are giving full answers and taking notes. T does some on-the-spot error correction. In FB, T puts SS As together, Bs together and Cs together and asks them to report what they learned about their group. T monitors the groups and collects some common errors of the TL for delayed error correction.

Freer practice (10-12 minutes) • To discuss some statements using the target language

T chests a HO of some sentence beginnings and asks SS to complete them individually in a way that they agree with or is true for them. ICQs: Are you going to speak or write? Write. Are you going to work alone or in pairs? Alone. T gives SS the HO and they complete the sentences. T monitors and provides them with vocabulary if they need any. T puts SS in groups of 4 and asks them to compare their views and say if they agree or disagree with each other and why. T monitors SS and collects some global mistakes for delayed self or peer correction. In FB, T asks SS to write a summary of what their group talked about.

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