mohammad hassan ahmadi mohammad hassan ahmadi

19 September,2017.Teaching Practice 3A.Controlled and Semi-Controlled Speaking
Beginner A1 level

Description

In this lesson Ss practice using subject pronouns and possessive adjectives to talk about family members in a very communicative student-centered way.They learn different family relationships ,as well.Besides,they practice asking Qs about a person's name,job,age in a partner's family using wh-word Qs and Y/N Qs.There will be pronunciation practice on short forms of Qs linking sounds.

Materials

Abc Information Gap Filling Sheets
Abc information gap filling sheets

Main Aims

  • To practice fluency through atomising knowledge.

Subsidiary Aims

  • To create a context to practice meaning and form embeded in speaking.To learn vocabulary for family relationships.

Procedure

Stage 1(warmer) (5-10 minutes) • To provide Ss with practcie of subject pronouns and possessive adjectives.

T collects some of the Ss' objects in the class including pen,pencils,cellphone,everything at least one item from every one. T puts the items in a bag and takes one item out and gives it to another student asking is it your pen?if not goes to another student till the owner is found. T does modeling with one strong student.(instruction clarification) T wants the Ss to go to other Ss asking if it is their thing trying to find the owner. Ss practice asking Y/N Qs using possessive adjectives. Ss sit in a semi-circle form . T introduces himself and says it is my thing. S sitting next to the teacher repeats what the teacher said and add his/her two sentences. it goes on.(fluency practcie)

satge 2(presentaion) (8-10 minutes) • To provide the context so that they can have exposure to more authentic language

T plays a video on the topic of the lesson. T gives some Qs about the video asking Ss to find the answers in pairs to make sure Ss have got the meaning.(elicitation) T asks ICQs.Uses gestures pointing to the TV and gesturing writing. Ss check their answers with others.(peer check) T puts the answers on the board highlighting the language to be practiced getting their attention to the form.

Stage 3(Practice) (10-15 minutes) • To provide a situation to practcie the langauge but controlled parctice of form and meaning

T shows Tom’s family pic with some blanks on the board. T asks Ss to complete the blanks.(Practicing Form) T checks the answers.(W/C) T puts some incorrect sentences on the board asking the Ss to correct them. Then check together.(W/C check) T gives worksheets with photos of Barry and Wendy's family with some gaps to be filled gives the instruction. T models with on strong student. T asks ICQs using gestures. Ss in pairs practice asking answering questions about the people in photos getting the answers they need and then write their answers in the blanks.(fluency practice through interviewing) T monitors their use of forms and gives help if needed. T shows the family tree on the board and checks with the whole class

Stage 4(Production) (5-10 minutes) • To provide Ss with a chance to practcie using the language freely.(Fluency Practcie)

T asks the Ss to write the name of a person in their family. Working in pairs the Ss practcie asking Qs about that person job,age ,and marital status. and then report back to the class. T asks ICQs and models with a student. Ss in two practice a conversation like this. T monitors and provides help and correction. Ss write down their answers and then report to the class.

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