Elmira Elmira

Teaching Practice 5
Elementary level

Description

In this lesson students review and practice adverbs of frequency in the context of every day activities. The tasks enable Ss to understand meaning, recognize the form and pronounce properly adverbs of frequency.

Materials

Abc Redstone, C. & Cunningham, G.,Face2Face, Elementary, SsB, 13th edition, 2009, Cambridge University

Main Aims

  • To provide clarification, review and practice of adverbs of frequency in the context of routine

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of every day routine
  • To provide specific information and detailed listening practice using a text "Are you an early bird or a night owl" in the context of every day routine

Procedure

Highlighting (3-5 minutes) • To draw students' attention to the target language (adverbs of frequency)

T writes adverbs of frequency on a board in a random order and asks which of them students have encountered. T draws a cline, marks 100%, 80% 60% and so on. T connects hardly ever and 20% Instructions: Work alone and match the adverbs with the percentage numbers. (Use gestures to ensure Ss understand the instructions) Ss work individually. Peer check. Group feedback: Elicit answers, make sure all students participate, not just the strongest ones. CCQs: What part of speech are these words - noun, verb, adverb? Adverbs. Mark on a board Adverbs of frequency. Drill pronunciation of the adverbs

Clarification (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING Handouts. Ex.2 p 28 Instructions: Look at the questionnaire. CCQs: Do you remember a survey you did yesterday? Yes. Is a questionnaire the same? Yes. Read the title. An early bird and a night owl. Show me them in the picture. Does a night owl wake up early? No, it loves sleeping in the morning. Does an early bird wake up early? Yes. Just like people: some people wake up early in the morning, some people are active at night. Okay, let's do the questionnaire and see who YOU are. 2 min. After students do the questionnaire, they work out the score and read their profile. (3 min). Instructions: Compare your answers with your partners. How many answers are the same ? Work in Groups of 3, you have 2 min. Whole class FB. FORM T writes on a board : They come late. and I am late. Where's the verb? Elicit the verb, mark it in both sentences, then ask : Where do I put sometimes - before the verb or after? Elicit correct form for both sentences. PRONUNCIATION Where is stress in the sentence? Pair work Elicit, mark pronunciation on a board, drill it using back-chaining.

Controlled Practice (7-10 minutes) • To concept check and prepare students for more meaningful practice

ex. 5 Unjumble sentences . Instructions :Make sentences with these words. Peer check. Instructions: Are these sentences true for you? Change them, make them true for you. Talk to your partner. T provides an example.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T elicits /How often do you...?/ which was used in the previous lesson. Ss mingle and ask each other questions from the list. Instructions: Ask your classmates any 5 questions from the list and answer. Do demonstration. ICQs: Who do you talk to? Everybody (use gestures). If there's time left, introduce subject and object pronouns (p.29, ex . 5) Instructions : Find and underline pronouns in a questionnaire.

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