Teaching Practice 5
To provide gist, specific information and detailed listening practice using a text about places in a town or the country in the context of sightseeing and travel.
To provide fluency speaking practice in a conversation in the context of travel to one of the places they heard about in the listening task.
Procedure (45-55 minutes)
- I get Ss to focus on the photos. (Auckland, Keswick and Eyeries, don't tell them the names) - I ask Ss if they know where these places are. - I note the pronunciation of Auckland, Keswick and Eyeries. - I elicit which is a big city/ a small town/ a village. * To elicit 'village', I show the photos of some villages in Turkey and I make gestures to show a village is smaller than a town and city. - I drill 'village' with the class (MPF). - I get Ss to work in pairs and discuss what things they can see in each photo. - I get WC feedback and elicit: * 'the sea' and 'flats' from Auckland * 'a lake' and 'mountains' from keswick * 'a road', 'houses' and 'a bar' from Eyeries
- I write the first sentence from ex 3a on the board and ask them to tell me which words are stressed (the important ones/the ones that carry meaning). - I tell Ss that they're going to listen to sentences from three conversations about the places in the photos. - I give Ss the HO of the activities in the coursebook. - I play the recording 5.1, Ss listen and read noticing the stressed words. - Then, I ask Ss to give me examples of nouns, verbs and adjectives from ex 3a. - I get Ss to work on their own, look at the sentences in ex 3a and answer the question in ex 3b. - Then, as FB, I ask the WC to give me some rules about the stressed words in a sentence (Nouns, adjectives and negatives carry information so they're stressed. Main verbs and negative to be verbs are stressed) - I pre-teach blocking words: 'B-and-Bs (bed and breakfasts)', 'It sounds great/nice.', 'New Zealander', 'Friendly' * I give a HO to each pair. They match the words with their definitions and then I check their answers with the class.
- I check Ss understand that they have to match the three conversations A-C to the photos and to the things people talk about 1-3. - I ask some ICQs to make sure Ss know what to do. - Before playing the recording, I let Ss read the questions and then, I play the recording 5.2. - Then, I let Ss check their answers with their partner. - As FB, I check answers with the class (Nominating).
- I focus Ss on sentences 1-9 in ex 3a. - In pairs, Ss match each place (Auckland, Keswick, Eyeries) with 3 of the sentences in ex 3a. - Then, I play the recording again. - Firstly, I let Ss check their answers in pairs and then, I get each pair to check their answers with another pair. Finally, I show the AK on WB. - Since the book hasn't prepared a detailed listening activity, I have design one: * Ss listen again and answer the question on WB (What are there/is there in these places that make them interesting to visit?), they must take some notes while listening. * After each section, I pause and check the answers with the class. * I focus on useful grammar which is There is/There are... and I try to make the sentences starting with this grammar (To get Ss to see the upcoming grammar point.)
- I get Ss to work in groups of 3. - They discuss which place they would like to visit and why. - I set 4 minutes time to let Ss discuss, while they are talking, I monitor them and write down some of their errors. - Then, as FB, I ask a student in each group to share their answers with the class again giving reasons for their choices. - I get Ss to find out which place is the most popular. - I write some of Ss' common errors on the WB. I get them to correct them in pairs. Then, I check them with the class.