Teaching Practice 5
Elementary level


SS will practise in the present simple questions and short answers through a listening and speaking about the things people do alone and with their friends. The lesson starts with a listening. It is followed by language analysis and a controlled practice. Finally there are semi-controlled speaking practices in which Ss talk about themselves and their friends by using common verbs.


Main Aims

  • To provide clarification and practice of present simple questions and short answers through common verbs to talk about themselves.

Subsidiary Aims

  • To give Ss practice in listening for gist and detail,and practice in speaking for fluency to talk about themselves.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-(Since it will be the last lesson, Ss will have done a great deal of activities in giving information about themselves and throughout my lesson they will do so because the target language is present simple and the context of the lessons are the things the Ss do. Therefore an extra get to know you activity is not used in the lesson but the teacher introduces herself briefly) - Greet Ss. - Introduce yourself. - Stick the pictures describing you on the board. - Ask Ss to guess what they are for. - Elicit the answers as WC. - Tell Ss that you will know them better throughout the lesson. - Tell Ss to close their books, work in groups of three, note down the phrases (activity verbs) they practised in the previous lesson as much as they remember. (Do it as a competition: which group will remember the most) - Ask Ss how many phrases they remember. - Elicit the answers from the winner group, write them on the board and ask the other groups if they want to add any other phrases.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

- Tell Ss that they will listen to a man and a woman, and when these people are talking they use some of the phrases on the board. - Stick the prompts on the board: "Family", Sports", "Friends". - Ask Ss to listen and choose what they are talking about. - Play the recording. - Ask Ss to check in pairs to see if they have the same answers. - Elicit the answer as WC. (Correct Answer: friends)

Highlighting (2-4 minutes) • To draw students' attention to the target language

- Ask Ss to listen to the recording again, show the questions in the handout, and ask them to circle the correct answer. - Play the recording again. - Ask Ss to check their answers in pairs to see if they have similar answers. - Elicit the answers as WC.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

- Tell Ss that you will analyse some of the sentences taken from the listening. - Stick the sentence on the board, "Do they play sports?" - Ask CCQs which are given in the language analysis sheet to clarify the meaning. - Highlight the pronunciation by paying attention to the points given in the language analysis sheet. - Repeat the same stages for the sentences "Yes, they do", "Does he have a lot of friends?","No, he doesn’t" respectively. - Complete a table for the "form" on the board which shows Ss how questions and short answers are formed by eliciting the answers as WC.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

- Tell Ss that they will practise the present simple question and short answer forms. - Show the handout to Ss. Model the first question in exercise A, and elicit the first answer as WC. - Give the handout. - Ss do the exercises individually. - Monitor Ss and help those who need help. - Ss check their answers in pairs to see if their answers are correct. - Elicit the answers nominating Ss. - Apply the same procedure for exercise B.

Semi-Controlled Practice 1 (13-15 minutes) • To concept check further

- Ask Ss if they want to learn more about their classmates. - Show Ss the questionnaire and clarify the instructions. - Hand out one worksheet to each student. - Ss read the phrases in the questionnaire, next to the phrases in the “Me” column they put a tick (√) if the phrases are true for them and put a cross (X) if they are false. - Ss work with their partner, write his/ her name on the line at the top of the column, ask questions, e.g. “Do you talk about your feelings?”, and complete the Partner 1 column in the same way. - Ss stand up, find a new partner, complete the Partner 2 column in the same way. e.g. A: “Does Mario talk about his feelings?" B: “Yes he does/ No, he doesn’t. (Instructions are adapted from Scrivener, J., Sayer, M. et al (2012) Straightforward Elementary TsBk 2nd Ed. Macmillan)

Semi-Controlled Practice 2 (4-6 minutes) • To concept check further

(If time) - Ss sit down. - Tell Ss that they have talked about themselves in the questionnaire. - Tell Ss that there is a question in it "Do you have lots of friends". - Ask Ss what their answer is. - Elicit the answers as WC. - Tell Ss that there are different activities Ss can do with friends. - Stick the pieces of paper with the activities that can be done with friends. - Ask Ss to work with their partners, tell which activities they do with their friends, and see if their answers are similar. - Ask Ss to consider their answers and decide if they are a "typical" man friend or a "typical" woman friend. - Ask who thinks they are a "typical" man friend. - Elicit the answers from those who says "yes". - Ask who thinks they are a "typical" woman friend. - Elicit the answers from those who says "yes".

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

- Divide the board into two. - Put a tick on one side and a cross on the other side of 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.

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