Teaching Practice 1B
To practice the development of learners' speaking skills for fluency, in the context of discussing their own lives and those of a famous person.
The practice in context of the forms taught for asking indirect questions. The practice in context of indirect questions in English.
Procedure (41-52 minutes)
1. Teacher Introduction - Introduce myself (Name, where I am from and my biggest achievement.) 2. Ask the students to put on sticky labels clearly visible onto their chest area for me to see. The reason I chose sticky labels instead of name cards is because later in the lesson they are expected to move around and away from their desks. 3. Ask each students with an indirect question. Just before you do this ask the students to make themselves aware of the language I am using. Ask each student an indirect question about their personal lives. e.g. Would you mind telling me when you were born? Do you have any idea what you are doing after school? Then explain the topic of using indirect question in an interview form with people you have not met before or people of an official status i.e. Doctor, Boss etc.
1. Explain that you will shortly give a handout that will be used to help prepare for the activity. 2. Show them the handout on your chest, reading them the instructions at the top. Then explain some of the topics you could talk about to describe and explain the famous person to the person questioning you. 3. Explain to the students that they must use indirect questions to the person they are questioning to try and elicit information to eventually guess who that person is. 4. Allow them 5-7 minutes in pairs to write or jot down some indirect questions and the answers about the person they have chosen.
1. Pair Students into pairs but different pairs to what they were working in previously. Place half the group as the questioners and the other half the questioned. 2. Pair the students up as I choose and allow them to start speaking amongst themselves using the target language. 3. Monitor the pairs listening and assisting as and when necessary. 4. Mark 6 minutes and then ask the pairs to swap roles and then allow them to continue the conversation as different roles. Once the second set of six minutes has finished ask them to return to their seats.
Getting to know you (edited) activity. 1. Split the group into fours and explain that you will now be allocating them with different topics to talk about. 2. Identify the groups as letters and on the whiteboard place the letters A, B, C, D with the pictures of topics in A4 Below them. 3. Explain you would like them to each write or think of 5-6 questions to a person about this topic. Place and example on the whiteboard. E.g. Where was the last place you went on holiday?
1. Now within their groups explain to them they have time to now speak amongst each other changing partners when they feel like to ask their questions to as many people as possible to try and elicit as much information as possible. 2. (TEACHER) Assist and monitor if and when it is needed. Also make notes on the language used and any points you would want to raise in the feedback.
1. Ask the students how they felt the exercise went and what they believe they have learnt if anything. 2. Point out uses of language i may have heard will monitoring the groups. 3. End the lesson with a goodbye and thank you.