Teaching Practice 4
To provide review/ clarification and practice of present perfect and past simple with time adverbs in the context of money.
To enable Ss practice in listening for gist and specific information and speaking for fluency in the context of money.
Procedure (33-46 minutes)
- Greet Ss. - Tell Ss that they have been talking about money today. (This is the third lesson of that day) - Tell Ss that men and women spend their money on different things. - Write "men" on one side and "women" on the other side of the board. - Ask Ss to decide what men and women spend their money on working in pairs, and see if they agree or not with their partner, and give their reasons. - Elicit the first example as WC to check whether the instruction is clear and write them on the board. - Ss work together and do the task. - T elicits the answers, writes them on the board, and asks Ss if they all agree with these items as WC.
- Say that sometimes men and women argue about the items which are on the board and this illustration shows one of the couples who argue about something. - Stick the illustration (taken from the coursebook on p. 16) on the board. - Ask Ss about the relationship between the two people (husband/ wife or boyfriend/ girlfriend). - Elicit the answers as WC. - Ask Ss to work in pairs and decide what they are arguing about and if any of the items on the board can be their topic of argument. - Elicit the answers WC. - Ask Ss to listen to the recording and check in pairs whether their answer is correct . - Play the recording. - Elicit the answers as WC.
- Tell Ss that they will listen to the same recording again, circle the present perfect forms and underline the past simple forms in the handout.(Show what Ss will do in the handout) - Write on the board "present perfect" circled and "past simple" underlined. - Hand out the tapescript to Ss. - Play the recording. - Ss do the task. - Ss check their answers to see if their answers are the same. - Elicit the answers nominating Ss.
- Tell Ss that you will analyse some of the sentences in the listening text. - Stick the sentences taken from the listening text to the board one by one. (Not all the target language items are used in the text so T uses her own sentences to clarify the language). - (For Past Simple and Present Perfect follow the same stages). Stick the sentence. Draw a timeline. Ask CCQs to clarify the meaning. Elicit the (+)/ (-)/ (?) forms by referring Ss to the sample sentences. - (For time adverbs of Present Perfect follow the same stages). Stick the sentence. Ask CCQs to clarify the meaning. Elicit the (+)/ (-)/ (?) forms by referring Ss to the sample sentences.
- Tell Ss that they will practise the language items on the board. - Show the handout to Ss. - Tell them that they will read the sentences, decide if they are right or wrong, put a tick next to the correct one and a cross next to the wrong one and correct the wrong sentence. - Tell Ss that they should pay attention to the time adverbs. - Do the two examples as WC by asking whether the time adverbs in the sentences belong to present perfect or past simple. - Give Ss the handout. - Ss work individually and check in pairs if their answers are correct. - Elicit the answers by nominating. - Provide more CCQs when needed.
- Tell ss that you have compared past simple and present perfect, and now they will do some speaking practice. - Ask Ss that if they want to learn something about the other students' past experiences. - Tell Ss that it is time for class survey. - Show the handout to Ss. - Tell Ss that they will interview each other with the questions, ask for more information by asking extra questions, and choose the most interesting answer. - Model the first question. - Ss stand up, and do the task. - Monitor Ss and help when necessary. - Ask Ss to decide the most interesting answer and their reason. - Elicit the answers.
- Write "good language" and "language items to reformulate" on the board. - Write the examples of Ss' under the correct title. - Do delayed error correction by eliciting synonym/ antonyms or asking CCQs, depending on the examples. - If time is not enough for delayed error correction, note down Ss' errors while they are doing the task. Invent and write out a story that includes a number of errors you overheard during the activity. Hand out the story the following week and Ss will find errors and correct them in pairs or as a whole group. (Reference: Scrivener, J., (2010). Learning Teaching. Macmillan.)