Mahmut Türker Tunbiş Mahmut Türker Tunbiş

4th Teaching Practice
A2 Elementary level

Description

In this lesson students will learn how to use frequency adverbs in sentences. PPP sequence will be followed. After eliciting the meanings I will show how the sentences are formed and then we are going to drill the sentences to enhance pronunciation. I will ask them to write sentences about themselves with frequency adverbs and then do some more practice.

Materials

Main Aims

  • To provide clarification on frequency adverbs and adverbial phrases in the context of daily routines

Subsidiary Aims

  • Enhance their listening skills by finding the adverbs at famous songs.
  • Let them write some basic statements about their daily routines by using the adverbs of frequency
  • To provide accuracy speaking practice in a conversation in the context of daily routines by using frequency adverbs and the question "how often?"

Procedure

Warmer/Lead-in (5-7 minutes) • To create interest to the topic (Adverbs of Time)

First I will draw an empty cline on the board. Instructions: You will work with your partner. I will play 7 songs to you. In every song you will hear one of these words. (Right Column) Match the song with the adverb you hear ICQ: Will you work on your own? No Will you say the word as soon as you hear it? No Then I will start playing 10-20 seconds of famous songs that contain the adverbs of time. Go over the answers and give feedback when they're all finished. Place the adverbs on the cline together with the class.

Teach (8-10 minutes) • Eliciting the meaning of Frequency Adverbs by asking "How Often?" questions

Check if you have your cline on the board. Meaning: Ask a student: "Do you have breakfast every morning?" OR "You don't have breakfast at all?" (Point always and never) Form: Where do you place it? Use finger highlighting. "I -------- have breakfast" OR Write the sentence on the board with numbers between the words. "I 1 have 2 breakfast 3" Just before the main verb. Write the sentence on the board. Pronunciation: Drill the sentence: I always have breakfast. Draw the week table: Monday, Tuesday.... Say: "OR - I have breakfast every day." Give the following examples (adverbial phrases) and check the answers. Once a week Twice a week Three times a week Four times a week How often do you come to ITI? Do you come once a week?

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Students will answer the True/False questions according to the chart given. Give instructions: Write True or False by looking at this chart. Work on your own. Feedback: When most of them finish. Tell them to check answers with their partners. Feedback: Nominate individual students to answer. (Choose weaker ones)

Controlled Practice (3-5 minutes) • Providing fluency on using adverbial phrases

Instructions: Instead of saying I have breakfast on Monday, Tuesday.... You only say I have breakfast everyday. You will use the words here to rewrite the sentences. ICQ: Will you write the question again? Yes Work alone.

Controlled Practice (5-8 minutes) • To provide accuracy on using adverbs of frequency

CHANGE GROUPS BEFORE THE INSTRUCTIONS Instructions: Do you remember Will Cotton? Show the handout from Friday's lesson. You will answer questions about him. Be careful about the "S". Draw the snake on the board. ICQ: Are you going to do it in this order (from top to bottom)? No Are you going to match the adverbs of frequency with this table? Yes When they are finished ask them to check with their peer. Give answer key

Semi Controlled Speaking Practice (5-10 minutes) • To provide students practice of the target language

Instructions: Ask your friend questions beginning with "How Often" and check his answers. Switch when you're finished.

Delayed Error Correction (1-3 minutes) • To fix issues detected during the lesson

I will try to elicit the meaning of the word if there is problem about meaning. I will write the example on the board and try to highlight the problem if it is about the form. And I will drill if the problem is related to pronunciation.

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