Mehrdad Mehrdad

Furniture_ Lesson Plan for the Practical Teaching Course Sample Unit
A1 level

Description

In this lesson, which is designed to be taught using the Audio Lingual Method, students will learn some vocabulary items about furniture. This is followed by dialog practice which is between two people talking about office furniture. The students will have lots of repetition practices and drills. After memorizing the dialog in the class students will be inductively introduced to the structure “there + be”. Students also will learn about a few of the prepositions of place followed by enough drilling to ensure that they fully understand the usage. The reading as well as writing skill sections will be presented as the final phase of the lesson and the teacher may use different techniques for these sections.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of language used for the structure “there + be” in the context of a conversation and reading comprehension
  • To provide clarification, review and practice of "Furniture Vocabulary" in the context of a conversation

Subsidiary Aims

  • To provide clarification, review and practice of language used for "prepositions of place in, on, under, in front of, behind" in the context of talking about furniture in a room

Procedure

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

Teacher puts some furniture pictures on the wall and ask the students to work in pairs and identify as many of the furniture items as they can. The the teacher asks for the whole class feedback. The teacher asks students to look at the vocabularies in section A.1 and whether they can find them among the pictures on the board. Teacher asks students to complete the columns in groups. As for the feedback each group can come to the board and using the pictures they can complete each category.

Vocabulary Pre-Teaching (5-8 minutes) • To introduce the vocabulary that students are going to encounter during the listening section

Teacher clarifies the meaning of all the introduced vocabulary items by photo as they are all concrete objects. The teacher does the whole class and individual repetition drilling to make sure students pronounce the words correctly. Teacher would ask students to complete section A.2 and then would ask for a few individual feedback.

Dialog Introduction and Practice (15-20 minutes) • To memorize a dialog in order to build habits in structural manipulation

Teacher will act out the dialogue using pictures and gestures. Teacher will act out the dialogue by modeling it two times. Students will repeat each line of the new dialog several times. (Teacher can use a backward build-up drilling in this stage) Teacher will lead students in repetition drills, one dialogue at a time. When teacher thinks the students have practiced line enough, she goes on the next line. Teacher and students practice dialogue by role-playing it. First teacher plays the role then the students. Teacher uses the "disappearing dialogue technique to make sure that students have memorized the conversation. Teacher will ask students to come to the front of the class and act out the dialogue. Then two more students do the same thing. Teacher will then tries to elicit the complete answers for the questions in section B.2

Grammar Drill (10-15 minutes) • To create new sentences and to make students able to practice in finding and filling in the slots of a sentence as well as to develop correct habit

Teacher will use single-slot substitution drills. Teacher will use the sample line from section C.1 to practice the structure "there + be". Then teacher will give word/phrase called cue. Students will repeat the line that teacher has given them, substituting the cue into the line in its proper place. After substitution drill the teacher, using the picture from section C.2 introduces the prepositions of place. Then teacher asks students to repeat each one several times. Teacher will use multiple-slot substitution drills from section C.3. Teacher will give cue phrases. Students will make necessary changes e.g. subject-verb agreement. Substitution drill will be carried out as whole class, or in groups or individually.

Reading Skill - While-Reading (Reading for gist) (3-5 minutes) • To provide students with less challenging gist and specific information reading task

Teacher asks a simple question so that students have a purpose for reading quickly through the text. Sample: Look at this house. It is very beautiful, isn't it? How many rooms do you think it has? Students will read the text as quickly as they can (1-2 minutes) and they will try to figure out how many rooms the house has. There will be whole class feedback afterwards.

Reading Skill - While-Reading #2 (Reading for details) (10-12 minutes) • To provide students with more challenging detailed reading tasks

Teacher asks students to go through the section D.2. Teacher will answer the first question as the sample. Students will begin reading to find the specific information. After reading there will be pair work to check the answers followed by a whole class feedback.

Warp-up (Writing) (8-10 minutes) • To engage students in a semi-controlled activity.

Teacher will instruct students to complete section D.2. Students will post the drawings and writing on the board. Students can move around and look at each others drawings and writings.

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