Teaching Practice 5
To provide gist and detailed reading using the context of regrets, and to practice inferring meaning from context
To practice speaking fluently in the context of regrets
Procedure (54-71 minutes)
Students will be shown a picture of a 'funny' tattoo and teacher will ask questions until the word 'regrets' is elicited and written on the board. Some examples of common regrets will be elicited from students and written on the board.
Teacher will divide the students into pairs by playing a fruit salad game using regrets (asking for example "Change place if you regret not having a coffee this morning". Students will then come up with one reason for getting a tattoo and one reason for not getting one, and will be asked whether they think many people regret getting tattoos. Ideas will be elicited.
Students will be given two minutes to read the text and will then work in pairs to match sentences taken out of the text with the places they should be in the text. They will then be given more time to read the text and work out a true or false exercise individually, then pair check.
Cards with definitions of highlighted words in the text will be placed on a desk. Students will be divided into two groups (or one group if there aren't enough students). They will then take a card and match it to the word by sticking it on the board. If split in groups, the students will be mixed.
Students will be divided into two groups and will write three true-or-false sentences about the text on a paper. The two groups will then swap papers and correct each other's papers. Teacher will write them on the board after doing a quick monitoring and answers will be elicited from students.
Students will be divided into pairs and will be given an exercise where they'll sort words ending with -ed into columns according to how the endings are pronounced. They will then mark the stress on the words, and this instruction will be demoed. Answers will be elicited from students and pronunciation will be drilled.
Students will be placed opposite each other and given a list of questions to discuss with their partners, and told that they can choose the questions they discuss and don't have to discuss all questions (in case there's one they don't understand). Every so often students will change places so as to talk to as many people as possible. Teacher will elicit or explain any words the students may not know. If there is an odd number of students, a group of three can act instead of a pair.