Teaching practice 2
Main Aim: To provide speaking practice for fluency and accuracy in the context of website and email addresses
To provide listening opportunities for accurate pronunciation of the vocabularies and listening for the gist and detailed information.
Procedure (33-43 minutes)
The teacher draws a circle on the board, divides it into 4 parts, and writes' I surf the net 2 hours a day. then he divides that time into 4 parts, and puts them into the circle, in four areas of ' You tube, BBC, whats app and gmail. The students are given the instructions to do the same, and then tell partners. Finally, teacher elicits some answers.
T gives the instructions for exercise 1, Ss are going to listen and tell their partners which one is a website or an email address, T plays the audio file, Ss listen, Ss checks their answers, T elicits the answers, and put them on the board. T asks Ss to look at exercise 2, he checks their prior knowledge and then drills each item chorally and checks it individually. T pairs the students, gives the instructions, checks the instructions, half of them Ss are asked to go to page 126 and the other half, page 128. they dictate the items to each other , T monitors, collects some possible mistakes, when the given time is up, he gives the whole class FB and corrections.
T sets the context by showing the pictures on page 13, listening exercise, elicits the answers, then he gives the instructions, students are going to listen to two conversations, and match pictures a-c to the correct conversation. T checks the instructions, T plays the audio,Ss listen, SS check their answers with their partners, T does WC FB. T regroups the Ss, gives CCQs for detailed listening, Ss are going to listen and write down the correct information in the boxes, T ICQs, T plays the audio, checks if the need to listen twice, plays it again, Ss listen, Ss check the answers, T does WC FB.
T puts the Qs on the board(1. Do you often stay in hotels? Why? Why not? 2. Have you been to a hospital? Why? ). As the grammar used in questions might be a little difficult for Ss to discuss over, T lets Ss brainstorm and also gives them some hints, then he gives the instructions and checks. Ss speak, T monitors and is available if they need help or interfere when they are stuck. Meanwhile he writes down Students' mistakes. If there is enough time, T regroups students to discuss with new partners.
T puts students' good language on the board and praises them, he also writes mistakes students have made and correct/reformulates them.