Teaching Practice 3- Grammar (He/ She doesn't ...)
Starter A1 level
To provide Clarification and practice on third person negative Present Simple using listening tracks and proper CCQs.
To help students use the target language (third person negative Present simple) using various GW and PW activities in both spoken and written language.
Procedure (32-44 minutes)
T greets the student and puts her name on the board if new students have joined the class. T uses material A on the projector to check if everyone knows and can identify colors. Ss look at a plain photo of a color, T elicits the color and then shows them the correct answer. T drills after each word to make sure Ss pronounce the words correctly. After the introduction to colors, T puts the following on the board: What color is it? It's...... . T puts the Ss in pairs, asks them to stand up, walk around the class and ask the question "What color is it?".
T shows handout B to the class and says: "Listen to Olga, Ben and Donna. Who likes red? Olga? Donna? Listen and write." T ICQs: Are you going to speak? or listen? T distributes the handout, one for each S. T plays track 1.85. Ss listen and write. T monitors to see if they have written down the answers and if they need to listen again. T plays the track again if necessary. T asks the Ss to check their answers together. T asks questions like: Does Ben like grey? [Yes] Does Olga wear black? [Yes] Does Donna like yellow? [No] T WC elicits the answers.
T Shows handout C to the Ss. Tells them they will listen and repeat. T ICQs: Are you going to write? T gives each S one handout. T plays track 1.86, pauses after each sentence and the students repeat.
T puts the following sentences on the board: I like black clothes. I don't like black clothes. He likes black clothes. He doesn't like black clothes. T asks the Ss: Do we use "don't" for "he"? T highlights that "doesn't' only comes with "He/ She". T then draws Ss' attention to the verb after like to highlight that there is no -s/ -es after "doesn't". T elicits some answers from the students with one or two examples: I don't like blue. He ........like blue. I don't wear jeans. She .........wear jeans. T writes the form on the board: He/ She + doesn't + verb. T clarifies that the verb here doesn't have -s/ -es. T puts the sentence stress pattern on the board: o o He doesn't like black. T uses drilling to make sure students have gotten the stress pattern right.
T shows the Ss handout D. T tells the Ss that they will change the sentences to negative. T ICQs: Are you going to make questions? T gives them the handout and tells them they have 3 minutes to complete it. Once the time is up, T asks the Ss to check their answers in pairs. T monitors them to spot potential problems. While they are checking their answers in pairs, T uses slide D Answer Key on the projector so that the Ss can check their answers with the board.
T shows handout E to the Ss. Tells them they should read, see if the sentences are correct or not. Ss are familiar with the concept of "correct/ false" because they have done it before. T models an example on the board: "He like brown." Correct? [No] [likes] T regroups the Ss. Hand them the handout and tells them they have 3 minutes to do it in groups. T then asks the groups to switch papers and check the answers. T elicits the answer using nominating.
T rearranges the students, shows them handout F and tells them they should fill the sentences in part a about themselves. T ICQs: Are you going to ask questions? T gives each S a handout and gives them 2 minutes to complete the sentences. Later, T asks the Ss to work in groups of three, and read their sentences for the other people in the group. T nominates students and asks them to tell the WC about one of their group mates.