Mohamed Hanif Bin Zakariah Mohamed Hanif Bin Zakariah

Teaching Practice 1A - Lesson 2A Expat Files
A2 Elementary level


In this lesson, students will practice their grammar, whether present simple affirmative or negative. They will be doing 2 different receptive exercises that require them to fill in the blanks.This will be done individually first followed by pair work. This lesson also includes 1 productive speaking exercise to be done in pairs. This will allow them to further practice and think creatively on the topic of expatriates while using the grammar skills that they have acquired.


Main Aims

  • To provide grammar language practice and clarification (if any) of present simple affirmative and negative in the context of an expatriate. Additionally, this lesson will proceed with the speaking practice session (and clarification, if any) for the same context in order to students to apply the knowledge of the grammar lessons on present simple affirmative and negative that they have acquired.

Subsidiary Aims

  • The writing practice will be conducted in both controlled and semi-controlled sessions to ensure that they understand the usage and application. This is key before proceeding to the speaking exercise.
  • The speaking practice session will be conducted in a freer environment for students to have the confidence of applying their acquired knowledge


Warmer/Lead-in - Introduction To Rosa (2-3 minutes) • To provide a tiny break from the students' previous lesson and exercises done by the previous trainer. This will introduce the class to Rosa who is an expatriate.

T will distribute printout version of the Page 1 of the powerpoint slide (Background of Rosa) to Ss. This will provide a lead-in with regards to the writing practice that they will be doing next. After Ss receive the handout, T will show the slide on the projector screen. As you can see in this slide, the character Rosa is explaining her life from the first person perspective. "Hello, I am Rosa. I am from here." Only photos are given to mention that Rosa is from "Here" (instead of mentioning the city Rome) so that T can ask WC to participate and guess the answers. T to ask "Does everyone know where is Rosa from based on this photo?" "But now I am here" will indicate to the student that Rosa is now living abroad and is leading an expatriate life. T will ask Ss "So is Rosa and expatriate?" T will also ask the Ss to guess what is Rosa's profession based on her uniform. It might lead to Ss to answer doctor or nurse and T can use this suspense to entice them further by asking them to wait for the exercise later (which they will have the answers). "I work here" will inform the Ss where she is working based on the photo provided. T to ask Ss to guess where is Rosa working at. Is it hospital or clinic? "My favourite drink" simply shows a photo of a tea cup for Ss to guess what it is.

Controlled Practice - Writing Exercise on Rosa (6-7 minutes) • To allow student to practice putting the verbs on the passage into proper present simple format.

T to inform student "Ok, now we shall find out is what we discuss about Rosa is true" and T will distribute Page 2 of powerpoint slide. This is an adapted version from Clandfield, L., & Jones, C. (2012). Straightforward (p. 23). Oxford: Macmillan Education. The photos used are still there so that Ss can continue visualizing what they have discussed during the warmer/lead-in. Since Page 1 handout is simply an explanation of Rosa from her point of view using "I am..", etc. T needs to highlight the difference to the student because now they need to read the story of Rosa understand it and fiil in the blanks. T to inform Ss that this is done at individual level. This is important so that each one put in their own effort without copying from each other. T to read the passage to the class once before asking them to proceed. Brief explanation by T will take around 1 - 2 minutes and T will give amply time of 5 minutes for the students to complete. T is to time and keep track and inform Ss that if they have any questions, to raise their hands and T will approach them to clarify (if needed)

Feedback and Clarification - Writing Exercise on Rosa (3-4 minutes) • To clarify the answers for the fill in the blanks.

T is to flash the Page 2 of the powerpoint slide on the projector screen and get WC attention. T will elicit the answers from the students and write on the board and discuss with the students. T to take note that for answer number 6 is LIVES not IS LIVING as the answer is suppose to be present simple and for answer number 7 is DOESN'T because students have learnt infinitive. If there are no questions by the class, T is to immediately proceed to the next exercise.

Semi-Controlled Practice - Completing the Sentence (Individual) (5-6 minutes) • More writing practice for application of grammar but in a semi controlled session

T to distribute to the class the handout of Page 3 of powerpoint slide and at the same time to show on the projector. T to briefly go through all the examples and explain to the students what they are require to do. T to provide the class with ample time of 5 minutes at individual level to complete exercise. While each student is doing the exercise, T will go around to quickly pair up the students sitting side by side.

Semi Controlled Practice / Feedback - Completing the Sentence (Pair Work) (4-5 minutes) • For students to share and compare their answers.

T to inform WC that they are to turn to their partner that have been assigned to them (seated next to them). T to inform WC that they are now suppose to compare their answers with their partners to see how many are the same and how many are different. T to provide a short time of 2 minutes for them to compare. T to get WC attention to the white board. T to ask random pairing answer to Question 1 and check with WC if everybody has the same answer. If anyone has provided a different answer, T is to write down on the board so that they can take note and expand their answers. T to get another pair to provide answer to Question 5 and and check with WC if everybody has the same answer. If anyone has provided a different answer, T is to write down on the board so that they can take note and expand their answers.

Warmer/Lead-in - Introduction To American Expat (6-7 minutes) • To provide an example for the students in order for them to understand how to practice their speaking.

T to distribute to the students the handout of Page 4 of the powerpoint slide. T will write on the board, WHERE AM I. T will inform the class "Let us all read this story this American expat. Can you call guess where is he at?" T will read the passage once and ask the students to think carefully where is the American expat located. T will ask the class if anybody wants to guess the answer (IT SHOULD BE COUNTRY NOT CITY). If it gets rowdy, T to address to the class for them to please raise their hands to speak. The correct answer is CHINA. If student mention Hong Kong, it is correct but Hong Kong is a city in China. T to introduce CULTURE. Highlight to the students "I drink lots of tea and eat lots of rice". What is that? Also, ask them to think about Rosa. Now that Rosa is in England she likes to drink tea. So different country has different culture. T to write down the word culture on the board. Some countries like Vietnam, France have coffee drinking culture rather than a tea drinking culture. Ask them about Turkey whether is it coffee drinking culture ot tea drinking culture.

Free Speaking Practice - Expat Life (Pair Work) (7-8 minutes) • For students to use their imagination to speak about the country where they will be assigned.

(Prepared before hand - a pouch containing cut outs of the names of 5 different countries Brazil, Spain, Italy, America, China) If there is ample time, T to ask all students to form a straight line at the front of class. T to mention, "Ok, I will bring you for an adventure and we will be travelling" . Once they are lined up, each opposite ends to come forward and take a slip of paper and sit together as a pair. Tell them DO NOT OPEN THE SLIP. Once all of them are settled down, explain to them the slip will indicate the country that they will be travelling to. So now they are a Turkish expat living in that country. Inform the student to think of the CULTURE and what is UNIQUE to that country. To verbally prompt them that they can use "I live", "I drink", "I eat", etc Inform the students now they can open the slip and start. T to provide ample time of 5 minutes. While they are discussing, T is to go around and listen in their conversations in order to take note and monitor for errors. T to write down "I eat ---> He eats" on the board to be used for later exercise.

Free Speaking Practice - Expat Life (Group Work) (3-4 minutes) • For students to use their imagination to speak about the country where they will be assigned.

T to quickly indicate using gestures for 2 pairs to group together and become 4 pairs. T to ask class to pay attention to the board and mention that now they are suppose to introduce each other and instead of using "I eat" to use "He eats", etc. Give them short time of 3-4 minutes for this session and T to continue walking around to monitor and evaluate their progress. T to take note for any errors and share with the students later.

Feedback and Clarification / Wrap up (2-3 minutes) • To highlight any errors that was noted and share with the class. To wrap up the lesson.

T to share one or two examples of what are the errors that the students committed. T to write on the board for the class to take note. For wrap up, to highlight to the class again about important grammatical errors such as "I live" and "He lives" . Just like the Rosa example, "I work in a hospital" to "She works in a hospital". Another example from the American expat is "I don't have a car" will be changed to "He doesn't have a car". With regards to the expat context, highlight to the students (and point to the board) about the importance of understanding Culture and what is Unique in each country. If there is still more time, T can ask a random student to stand up and share their story with the class and for the class to guess where is he/she from. Alternatively, T can show Page 5 of powerpoint slide to share his personal experience and ask the students to guess which country T is from.

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