Lorraine Martin Lorraine Martin

Teaching Practice 6
Elementary level


Main Aims

  • To give practice in oral fluency and accuracy in the context of Shopping, using phrases such as "How much is?" "Can I have" and "Have you got any"

Subsidiary Aims

  • To provide accuracy and fluency in functional language in the context of shopping.


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

- T asks all Ss to make a circle. T is included in this circle. - T explains they will play a game called: "I went to the shop, and I bought... (an apple)" - Ss will have to repeat this sentence using apple, and to add an extra item. - T elicits the game name and gives the instruction along with demonstrating as an example. - The game moves all around the circle until someone repeats the same answer, or they cannot remember what comes next (hesitation) then they are out.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through speaking.

- Ss look at the picture on the WB and read the questions: "what can you see?" Where are they?" "what are they doing?" etc -Ss will discuss these questions in their pairs. - T asks for their suggestions. - Ss complete exercise 5C -Ss discuss their answers in pairs. - Early finishers can come to the board to write the answers.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T points out the model sentences: How much, Can I have, and have you got. - T points out pronunciation and stress in the sentence. T asks 1 student to come to the front of the class. - T models/demonstrates the task. - "Ayse, How much are those cakes? Can I have a bottle of cola? Have you got any bread? - T tells Ss in their groups they will have 3 minutes to ask each other these questions and then do a roleplay to present to the class. - T monitors.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills in speaking

- T shows a picture of an English newsagent and a Turkish market (bakal) - In groups T asks Ss to talk about the similarities and the differences between the two. - T monitors. - T asks for the Ss to share their ideas and opinions. - T shows a picture of Migros and Cevahir shopping centre. - T asks Ss to work in pairs and answer the questions. - T then asks SS to move around and ask someone different in the classroom the questions. - Ss complete exercise 10 from HO - fill in the gaps shop language. - T asks Ss to check their answers in their pairs.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- T gives WC FB for the answers for question 10. - T gives FB for any error correction that may have happened. - T will get Ss to think about a sentence if it was said wrong before just changing it myself.

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