Sadaf Sadaf

Teaching Practice 5
Beginner level


This lesson reinforce two previous lessons which were about daily routines and present simple tense in third person. In this lesson, Ss will have an opportunity to practice speaking using the related grammar in the same context. The lesson starts with a short question and answer. This is followed by some vocabulary pre-teach and a speaking activity. Then, the T works on some related pronunciation points followed by a speaking task where the Ss have the opportunity to practice the language less controlled. Finally, the Ss are provided with some feedback and error correction.


Abc Pictures I
Abc Picture of my best friend
Abc Redston, C. with Cunningham, G. (2015) Face2Face Starter SsBk 2nd Ed. CUP
Abc Handout

Main Aims

  • To give Ss practice in speaking for accuracy in the context of habits and daily routines.

Subsidiary Aims

  • To give Ss practice in asking and answering questions in present simple in the context of habits and daily routines.


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

The T will show a picture of her best friend and say two sentences about her. Then, she'll give a short paragraph about her best friend to the Ss along with some incomplete questions. Then, she will pair the Ss and have them first, complete the questions individually and then, ask the questions to each other and find the answer from the paragraph.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The T will pre-teach some related vocabulary through a matching activity. She'll put the Ss in groups and give some pictures and sentences including the new vocabulary to each group and have them to match the pictures with the sentences. Then, She'll ask the Ss to work individually to write 5 questions using 'does' to ask about their partner's best friend. The T will write some example questions on the board to do scaffolding.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

The T will clarify some related pronunciation points regarding the pronunciation of strong and weak sounds through the finger technique and also, highlighting them on the board. To do so, she'll do repetition and drilling.

Productive Task(s) (13-15 minutes) • To provide an opportunity to practice target productive skills

First, the T will put the Ss in pairs, give them instructions, and model the task for them to make sure they are all clear about what to do. Then, the T will have the Ss ask and answer the questions they wrote in the previous stage. The T will put the Ss in new pairs and have them ask and answer the questions with their new partners again.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

The T will provide the class with a whole class feedback. She will write the errors she collected during the tasks and have the class correct the sentences and drill the correct pronunciation of their mispronunciations.

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