Meric Gulcu Meric Gulcu

Teaching Practice 5
Elementary level


This lesson focusses on introducing/reviewing the Simple Present Tense. T uses some example sentences during GTKY activity to familiarize the Ss with the structure. To set the context and to introduce the topic, a short listening is used. Ss are asked to work on a variety of tasks that are different in nature (from controlled practice to freer production) and a variety of FB techniques are used (from peer check to w/c feedback). Throughout the lesson different interaction patterns are also used.


Main Aims

  • To introduce/review/to make the Ss practice using the Simple Present Tense by using a listening task (which also sets the context- expat life) and handouts which include variety of tasks.

Subsidiary Aims

  • To practice listening for the gist and listening for specific information. To offer speaking practice where the main focus is on producing sentences modelling the target language.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

- T uses a GTKY since it is the first lesson with the students. T puts some photos on the board and asks Ss to tell what they are. T says that her name is hidden in the name of the objects and asks them to guess her name. (Can be turned into a competition too depending on time. T can also ask them to draw some objects and play the name guessing game with their partner if there is enough time allocated to GTKY activity) -T introduces herself briefly modelling the TL (I'm Turkish, I live in Ankara, I read books, I don't like cats...etc.) -T asks Qs about expats/being an expat (making a link to the previous lesson) What does "expat" mean?/Do you know any expats? / Where are they from? /Where are they? etc. -T asks the Ss to turn to their partners and brainstorm what might be different for expats in their new country. (life, food, traffic... etc.) w/c FB

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

- Listening for the gist: T distributes Handout 1 and plays track 1.36 Ss underline the correct information peer check w/c Fb -Listening for specific information: T plays the track again and assigns the 2nd task on Handout 1. Ss decide if the sentences about David are T or F and correct the false ones. T puts the same sentences on the board as they listen. peercheck Fb on the board- they come to the board and put the sentences under the correct column (T or F) w/c Fb They correct the mistakes together.

Useful Language/Exposure 2 (12-15 minutes) • To introduce/review and clarify TL for coming productive tasks.

-T writes some sentences about David on the board and underlines the TL for emphasis. MFP T elicits the structure (formula) for affirmative and negative. Drilling (for stress and pronunciation) -T distributes Handout 2 and assigns Tasks 3 (controlled practice) to be done individually. peercheck w/c Fb -T assigns Task 4 to be done in pairs. w/c Fb -T changes partners and distributes Handout 3 and asks the Ss to correct the mistakes in the sentences. (This activity or the next one can be omitted according to time left. If this one is to be used, it can be turned into a competition between pairs - let's see who will finish first!)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target language through speaking.

-T puts a photo of a lady on the board and introduces her. (This is Sarah.) T puts the photos of some objects around her photo (can write the names of these objects as well if time is limited) and puts a Tick or a Cross near each. She models the expected structure (Sarah drinks tea. She doesn't drink coffee.) T nominates Ss to form the structure Drilling and error correction if necessary (The activity above can be omitted due to time limitation.) -T distributes Handout 4. Ss read a very short text about an expat and guess where he is using the clues in the text. T asks them to imagine that they are expats. Ss choose a country and write a similar text about their lives without telling their country. Ss turn to their partner and talk about their life and they try to guess each other's country. T monitors. Ss report their partner's life to the class.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language.

-T writes some sentences (with mistakes) that Ss produced during the production stage on the board. She points at the problems to elicit the correct form from the Ss and they correct them together.

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