Teaching practice 5 Main aim: Speaking
To provide fluency speaking practice in a conversation in the context of past holidays
To provide clarification and practice of holiday types in the context of conversation
Procedure (31-46 minutes)
The lesson will begin with a PowerPoint slide of pictures of different types of holidays, from these images I will try to elicit some of the useful language from the students and write it on the board to demonstrate spelling and practice pronunciation.
I will provide the students with a HO of vocabulary that students must match to their picture definitions. Students will work in pairs to do this. When students have finished they will find the answer keys stuck around the walls of the classroom, where they can check to see if their answers are correct.
Students will be given a HO containing eight types of holidays, they will tick and cross the holidays that they do and do not like. This is to provide them with some possible ideas that they can use in the speaking task. If any questions or confusion arises, I will address this in whole class feedback.
I will start by telling students that they will be talking about their last holiday. I will then write a sample question on the board and analyse it with the help of the students. The analysis will look something like this: Where did you go? = WH Q word + helping verb + Subject + main verb. They will then be given a HO with a series of questions, each missing the past simple verbs that students must fill in, in pairs. When students are finished the full sentences will appear on the whiteboard for students to check. Beside the questions on the HO there are two columns, one for the notes of the student, the other for the notes of the partner. Students will now ask and answer these questions in pairs, making notes in the relevant column. While the students are speaking I will be monitoring and making notes of errors and some interesting correct answers.
I will write the answers that I made notes of while monitoring on the board and ask students which ones contain errors and which ones do not. If students don't manage to identify all of the incorrect answers I will try to highlight the errors using my voice, making pauses where the mistakes lie. If students are still having trouble I will point out the errors and encourage them to correct them, if they are unable I will do so and clearly mark and show the correct form. If there is time I will ask students which of their fellow students holidays they would most like to go on and why.