New lesson plan: Teaching Practice 8

Levent Bek

Teaching Practice 8 - Elementary level

Teaching Practice 8
Elementary level

Description

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.

Materials

Agree/Disagree

TALENTED PEOPLE

Speaking Activity

Slide

Functions Analysis

Agree/Disagree

TALENTED PEOPLE

Speaking Activity

Slide

Functions Analysis

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

Procedure (39-47 minutes)

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.