Levent Bek Levent Bek

Teaching Practice 8
Elementary level


In this lesson, students talk about different talented people and say whether they agree or disagree in the context of talent and skills . The lesson starts with a video of a 4-year-old girl who can speaks 7 languages. Students are introduced functuonal language about agreeing/disagreeing. Later, students have a discussion about the most talented people in their group.


Main Aims

  • To provide fluency speaking practice in discussion activities in the context of talent

Subsidiary Aims

  • To provide clarification of language used for agreeing/disagreeing in the context of talent


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

T says that they are going to watch a girl who speaks 7 languages at the age of 4.T asks ss to watch the video and and answer if they really think she is talented and why. Later T aks ss "can every child learn a lot of languages, is that possible? T gives one min so that ss discuss in pairs.T takes feedback from ss.

Useful Language (9-10 minutes) • To highlight and clarify useful language for coming productive tasks

T asks ss to work in groups of three.T gives a paper. T asks students to put the phrases in different catagories such as agreeing/ disagreeing and asking for opinion. T asks groups to check the other groups answers and whether they have the same answers or not. T takes feedback from different groups.T highlights the meaning, form and pronunciation on the WB. T asks CCQs : what can you say if you have a different opinion?, what do you say if you have the same idea?, how do you ask for someone's idea?T asks which words are stressed. T takes FB from class.

Productive Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T forms groups of three. T hangs some pictures of talented people from the history. T asks ss to move in the classroom and decide who is the most talented person in history and why. T takes feedback from each group. T asks different groups if they agree or disagree.

Productive Task (8-9 minutes) • to provide an opportunity to practice the target productive skills

T aks ss to work in pairs. T says one ss will be the owner of a company and he/she is looking for an assistant and the other ss will be someone who is looking for a job. They are at a job interview. The interviewee should talk about her skills and talents to convince the boss. When they are done, they can the roles.

Productive Task (6-7 minutes) • to provide an opportunity to practice the productive target skills

T divides the class into two.T asks one group to form a circle. T asks other group to face one of the person in the other group. T gives a handout. T asks them to discuss the questions. They are done with the questions, T asks them to change their partner. T monitors them while they are on the task and takes notes for delayed error correction.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T monitors ss while they are on the productive tasks. T takes notes and T writes some of the pronunciation and grammar mistakes on the WB. T asks ss to discuss and correct the mistakes on the board.T takes FB from ss. T models for the correct pronunciation of the words that ss made mistakes with.

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