Teaching Practice 8
To provide clarification of 'be able to' in the context of a celebrity's abilities and disabilities.
To provide accuracy and fluency writing and speaking practice in the context abilities and disabilities.
Procedure (45 minutes)
- Transition from the previous reading task to the clarification of MFP related to the grammar point: 'be able to' by showing the photo of X-Factor winners and getting Ss to tell the class about what they can remember about them and specifically Leona Lewis.
- Showing a short text about Leona Lewis, getting Ss to work in pairs and find what Leona can/can't do. - Getting Ss to tell the class about Leona's abilities/disabilities. - Introducing the context of the lesson which is how to talk about abilities and disabilities.
- Giving Ss the clarification worksheets. - Showing Ss some sentences extracted from Leona's text which are related to the grammatical structure (be able to).
- Getting Ss to look at the sentences on their meaning worksheet and answer the questions in pairs. - Checking the correct answers with the class. - To have a CCQ: Getting Ss to work in pairs, find out the function/use and complete the rules. - Checking the correct answers with the class.
- Getting Ss to complete the patterns with their partner. - Getting one of the Ss in each group to write the correct answers on the WB. * Anticipated problem: Some Ss may find this activity difficult, therefore, can't complete the patterns because they do not know the correct answers. * Solution: I reassure them that I will clarify the form later but now they just need to try and also, I ask one of the strong Ss to help the others answer the question.
- Getting Ss to listen to the teacher and then, the teacher reads each sentence twice. The Ss just listen (don't repeat) and draw circles above the stressed words. - Getting Ss to work in pairs and check their answers. - Reassuring the Ss that the teacher clarifies the pronunciation later, but for now, Ss work in pairs and choose the correct answers in ex 5. - Checking the answers with the class and clarifying different aspects of phonology in the model sentences. ** 'able' is stressed in sentences and questions. 'to' has a weak form. 'am/is/are' isn't stressed in positive sentences and questions but is stressed in negative sentences and short answers. The verb after 'be able to' is always stressed. ** - Getting Ss to repeat the sentences in ex 4, copying the weak and strong forms and the sentence stress.
- Rearranging the pairs. (If this stage is on the right time: via a discussion, if it's not: the Ss find a new partner.) - Giving Ss a HO to do a teacher-made controlled practice. - Getting Ss to work alone and put the words in the correct order to make sentences/questions. (Jumbled sentences) - ICQs + doing examples - As FB, getting Ss to check their answers in pairs while early finishers are checking the other Ss' answers. (Peer-checking) + Getting Ss to write the correct answers on the board. * Anticipated problem: Ss may find unscrambling the words related to the grammar 'can,can't' difficult. In fact, they had this grammar 'can/can't in unit 6.4 in their Starter course book, but maybe they have forgotten some points (i.e. forms) or even they are totally unfamiliar with the grammar. Solution: Monitoring carefully to provide help, clarification and hot or delayed error correction.
- Giving Ss a HO to do a teacher-made semi-controlled practice. - Getting Ss to work alone and write sentences about their abilities in the topics of "music, sport, food, languages, art". - After writing down their sentences, getting Ss to walk in the classroom and find someone who has three the same abilities. - ICQs + doing examples. - As FB, WC discussion and getting Ss to talk about their abilities/the same abilities with their friends.
* If there is enough time: - Setting the context: Ss want to get a job in a company. They need to think about what they are going to say in the interview with the manager. - They talk about them first with their partner and then, with the whole class. - As FB, I ask some of Ss to talk about the things they are going to tell the manager. (Likely to talk about their abilities)
- Monitoring Ss while they are discussing and writing down some of their common errors. - Writing errors on the WB, getting Ss to correct them in pairs. - Asking one of the Ss to come to the WB and correct them.