Meric Gulcu Meric Gulcu

Teaching Practice 2
Intermediate level


In this lesson, students will review and practice the use of "It's+ adj+V-ing/infinitive/question word" structures. A variety of interaction patterns will be used. The lesson will mostly focus on speaking where the students will have a chance to practice the use of target structures and vocabulary.


Main Aims

  • To provide Ss clarification/review and practice of verb patterns (V-ing vs. to infinitive) with adjectives to express opinions in the context of communication.

Subsidiary Aims

  • To give Ss practice in speaking about some activities that they think are a waste of time. To give the Ss a chance to use the target structures when talking about things they do in their daily lives.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students. / To focus the Ss on target language.

-Ask the Ss what they usually do when they wake up in the morning. -Tell the Ss what you usually do when you wake up in the morning. Model the use of the structures you want to teach. (It is difficult waking up early in the morning./It is hard having breakfast before 10a.m./ It's tiring to drive in traffic to work./ It is amazing how much I miss the METU campus and teaching. etc.)

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening./ To introduce MFP.

-Write 3 sentences on the board. Elicit the structures and write the form near each sentence. it's+adjective+Ving it's+adjective+to infinitive it's+adjective+question word -Ask the Ss if form 1 and 2 can be used interchangably (Yes. Change the forms of the example sentences). Ask them if the meaning is the same. (Yes.) Emphasize that in sentences like these, the -ing form and infinitive usually have the same meaning. -Drill. Ask them to repeat the sentences.

Productive Task(s) (26-28 minutes) • To provide an opportunity to practice using target structures and vocabulary.

- Put the Ss in pairs and ask them to write 1 sentence using 1 of the forms on the board (they should use the same adjectives) Elicit answers, give general FB. - Put the Ss into small groups. Distribute the slips of paper with words on them. Ask the Ss to put them in order. Elicit the sentences and write them on the board. (Meanwhile give FB and correct the mistakes.) -Drill a few sentences. - Whole class discussion: Do you agree with the sentences on the board? Why? Why not? -Divide the board into 3 parts (At work, At home, Going out). Give students slips of paper with the names of activites on them. Ask them to walk to the board and put them under the correct category. Ask them to discuss in their groups: Which activities are a waste of time? Ask them to choose 1 activity that they think is a waste of time (Meanwhile monitor and note down some of their ideas and mistakes.).

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- Elicit each group's decision, correct their mistakes. -Write some of the sentences you heard during the group discussions and write them on the board; correct them (if there is any).

Web site designed by: Nikue