Teaching Practice 6 - for TP 6b
To provide clarification of meaning, form and pronunciation and practice new vocabulary related to clothing.
To provide speaking practice and increase fluency and accuracy of the introduced vocabulary.
Procedure (31-47 minutes)
Remind students of previous lessons by asking them what they buy from super markets, news agents etc. Then ask where they buy clothes. Use the OHP to project pictures of extreme fashion on the board. Ask students if they think they look good or bad. Ask Ss if they would ever buy and wear these clothes.
Put the students into three groups. Project the slide of the clothes line with several types of clothes onto the board. Explain to the students that each group will receive a different set of words each. Each group must work together to decide which word goes with which picture. CCQs will be used to made sure meaning and form (see vocab analysis) is understood and drilling will be used for pronunciation.
Put the Ss into pairs. Explain the handout they will receive contains six pictures of people. Three of the people will have names, three wont. Their partner will have the three missing names on their handout. Model the task through speaking and write on the board the types of sentences they must say to find the names. I.e. ''He is wearing a jeans and a T-shirt'' the other student can then reply ''Tom''. Monitor and listen for mistakes. After the task, have partners pair check to make sure they have the correct answers.
Put usually, sometimes and never on the board. Have the students rank them in order. Then write the words 'I' before each word and 'wear' after each word. E.g. I Usually wear.....). Model some examples (I usually wear a T-shirt, I never wear a dress). Tell the students they tell their partner about what they wear and don't wear. After, Ss will stand up and talk to as many other students as possible about the same topic (Mingle). Give feedback on MFP.
Put students into three groups and give them a different coloured board pen. Tell them they will see some words on the board, some are different from other. Tell them to circle the words that are one item (not 2). Project the words Jeans, Shoes, Socks, Shorts, Boots, Trousers and Trainers on the board. Correct any mistakes and increase understanding using examples. In the same groups, tell the Ss they will see some sentences which need to be completed by circling the correct option. Click to the next slide. Have the groups talk about the sentences then circle what they think is true. Correct any mistakes. As the pens are of different colour, if a group makes a mistake, ask a group who got it correct why they chose their answer.
Tell students they will work individually. Explain the handout using chesting and model the first sentence. The students must fill in the gap of each sentence with some, any or a, depending on the noun in the sentence. Have students check their answers and elicit the answers from the students to fill in the gaps on the board for further understanding.
Put the Ss in pairs. Ask them to talk about which of the sentences (the gap fill sentences) are true for them. Monitor to students and listen for any mistakes. Correct using CCQs. Then switch to groups and repeat.
Put the students into three groups. Tell them they will see some sentences which need correcting related to plural and singular nouns. Have the students correct them on the board. If there are any mistakes use CCQs to make sure they understand the form.