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Teaching Practice 6
Elementary level

Description

In this lesson we will focus on functional language.The useful phrases will be focus on by watching a video of shopping at a bookshop. Students will be focused on the language used in the concept of shopping. The language will be analysed by a categorizing activity and students will practise using the target language by using the script of the video. Students will be given a chance to practise TL in a real-life-like situation by role play cards.

Materials

Watch?v=lglz455w8e0?size=16&default=html video
5z899kr4t7umz7ju79in handout Handout
Bqqt4dd4q2cky6un7vai role cards role cards.doc
1eb0bovspslyxdcl2eow pics pics.ppt
47riickqdaqhevkum89i handout key Answer Key
Wlbb1p4ht5i3eprhinjd striıpes strips

Main Aims

  • To provide clarification, review and practice of language used for saying what you want and asking about prices in the context of shopping

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of shopping

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The first pictures on the power point slide will be shown and the word of " bookshop" will be elicited by asking questions. Students will be asked to name things can be bought in a bookshop. The words of "customer" and "shop assistant" will be elicited by showing the second picture on PPT and asking questions about the people in the picture.. Students will be asked to guess what the customer wants to buy. Eliciting Questions (Picture 1) Which shop is this? (a bookshop) What can you buy in a bookshop? (batteries,books,guidebooks,maps,stamps,envelopes...) Eliciting Questions (Picture 2) Who is this man?-pointing the man-(customer) Does he work there?(No) Who is this woman? (shop assistant) Does she work there?(Yes) Leading to guess What does he want to buy?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through watching and listening

Students will be asked to watch the video to understand whether they have guessed it right. The answer of what the customer wants to buy will be asked. The customer asks for 3 different things but he can buy just two of them. CCQs were used to clarify that. CCQs Can he buy a guidebook? (Yes) Can he buy a map? (Yes) Can he buy stamps?(No) Why? (because they don't sell stamps) The handout will be given. Students will be asked to fill in the blanks while watching the video again.Students will check their answers in pair.The answer key will be both reflected and given to students.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Students will be grouped according to the number of the class. The sentences taken from the dialogue will be given to groups. They will be asked to decide on whether the sentences are used to say what they want or ask about prices. Groups will asked to stand up and check other groups' answers. The categorization will be displayed on WB. Students will be asked to read the sentences. Pronunciation and stress of the strong words will be practised by drilling.

Productive Task(s) (8-12 minutes) • To provide an opportunity to practice target productive skills

Teacher will model how to practise the conversation with the help of one of the students.Then,the students will be asked to practise the dialogue in pairs. The roles will be changed and students will keep practising the conversation. Teacher will monitor.The pairs can be changed and the practice might be done again if necessary.

Freer practice (7-10 minutes) • To practise functional language in the context of shopping using role cards

The students will be put into pairs,Student A(customer) and Student B(shop assistant). The activity will be modeled and after giving the instructions, teacher will give the role cards. While students are practising, teacher monitors.In case of pronunciation or functional mistakes, teacher will correct the mistakes.

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