Teaching Practice 5
to introduce and drill new vocabulary set related to "Room and things in a house" topic in order to make the students be able to use these words and constructions in every day situations (both written and speaking speech).
to improve students' speaking skills and confidence by means of introducing new vocabulary into their active knowledge and usage.
Procedure (38-47 minutes)
T shows the picture of the classroom and elicits this information from Ss. What is it? (a classroom) Then T elicits the names of some items Ss can see in the picture (by pointing): e.g. a table, a chair, a board, a computer, a teacher (people). After that T makes up two sentences about the classroom using There is / There are constructions. One sentence is True, one sentence is False. Ss are to figure out which sentence is false and correct it. T asks Ss to work in pairs and make up 2 sentences (T/F) about the picture they can see. T sets the time limits (2 minutes). Then T asks pairs work in groups, listen and correct false sentences.
T shows the picture of two people, introduces them and elicits the topic they might be talking about (by drawing a speech bubble with the house inside). What are they talking about? (a house, renting a flat) After that T shows the picture from the Student's book, p. 40 and elicits the names of different rooms in a flat, writes them down on the board. T divides students into pairs using nominations: Kitchen, Living-room, bedroom, bathroom. Then T asks Ss to work in pairs and match the pictures with the names (ex. 2, 40). T sets the time limit (3 minutes) After that T provides Ss with the answer key, but uses WCFB afterwards and CCQs in order to clarify such words as: a sink and a washbasin: Do you have a sink in the kitchen or in the bathroom? (in the kitchen); Do we have a washbasin in the bathroom? (Yes) a washing machine: Do we use it to wash clothes or dishes? (clothes) a coffee table, a table: Is a coffee table big or small? (small)
T shows the pictures of the furniture they've just learnt on the board (using PPT), point to the first word: table and asks students to pronounce it. When Ss pronounce the word, T points out a stressed syllable by drawing a big circle over it. After that T divides Ss into new pairs, gives out the handout, asks Ss to put big circles over stressed syllables. T sets the time limit (5 minutes). While Ss are doing the task, T is monitoring and asks early finishers to come to the board and draw the circles. Check as a whole class to make sure Ss can pronounce all the words correctly.
T introduces a "Duel" games to Ss by modelling it first. Then T asks two volunteers to come to the board and starts the game. This games will help T to understand which words cause more problems and whether Ss have memorized the words or not. After that T gives the Ss crosswords handout, asks them to work individually and sets the time limit (5 minutes). Then T asks Ss to check their answers with their partners and after that by means of an answer key displayed on the board.
T divides the classroom into groups by means of labeled pieces of paper (room names). T asks Ss to say what there is / are in their rooms. While the students are doing the task, the teacher is monitoring them. After that T mixes the students from different rooms and asks SS to stand up and share the ideas. In a minute T asks Ss to change partners again and do the same task. While Ss are doing the task, the T is monitoring in order to provide Ss with delayed error correction (if necessary).