Teaching Practice 5
Beginner level

Description

In this lesson, students will be learning and practising some functional language in the context of visiting a new city and making requests. The lesson starts with a brief discussion on various places that could be visited in a city and the SS will be exposed to new vocabulary within the context. This is followed by a listening activity where students listen to dialogues taking place in these places and learn to make basic requests. Finally, there will be a freer speaking activity where students can practice their ability on making requests.

Materials

Abc Vocabulary Activity
Abc Listening 1
Abc Listening2 & Speaking
Abc Answer Key
Abc Iveta photo
Search?q=jumper&dcr=0&source=lnms&tbm=isch&sa=x&ved=0ahukewiflezv39ryahwpfzokhdquamcq auicigb&biw=1680&bih=955#imgrc=lkswm 2wmlfmum:&spf=1516046118872?size=16&default=html Vocabulary Visuals

Main Aims

  • To provide clarification and practice of language used for making requests in the context of different places in a town

Subsidiary Aims

  • To introduce some new vocabulary to the SS as well as practising listening and speaking skills in the context of different places in a town

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask SS which places they see on their way while they're coming to class. Say " For example, I see a bank, a restaurant and a shop. What other places do you see?" Elicit answers. Project the photo of the character (Iveta) from the book on WB. Tell them to guess: "Who is she?", How old is she?"

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Tell: "Look at the pictures. Don't unfold the paper. Can you guess the names of these places? Talk to your partner. You have 2 minutes" (Make gestures for clarification). ICQs: "Do we look at this side of the paper?" "Do we talk to our partner and work together?". Distribute HOs of pg:54. After 2 minutes ask them to unfold the paper and say "Match these places with activities. You have 3 minutes." Provide feedback by peer check. Write answer key on board: (1b, 2 d, 3 c, 4 e, 5 a). Drill the answers.

Pre-Teaching Vocabulary (3-5 minutes) • To prepare students for the listening activity and make it accessible

Project visuals for "jumper", "changing room", "scale", stamp". Elicit meaning with CCQs and drill.

Semi-Controlled Listening Practice (8-10 minutes) • To introduce the TL to the students

Divide class into two: A's and B's. Tell "We will listen to a tape. A's will be answering where Iveta is and B's will answer what she wants." Chest the questions and demonstrate. Distribute HOs and play the audio. Allow 3 minutes for them then provide FB by peer check. Say "A's check with other A's, B's check with other B's." Nominate a few students and elicit answers.

Semi-Controlled Listening Practice-2 (10-15 minutes) • To concept check further and prepare students for free practice

Distribute HOs for the listening exercise.Tell SS "Look at the questions and try to guess and find answers. Work with your partner. You have 2 minutes." Then play the audio, pausing for 30 seconds after each section. Then say "Check your answers, work with your partner. You have 3 minutes". Then ask them to do peer check. Distribute the answer keys. Nominate a pair of SS for each section and ask "Can you read the dialogue?" Drill a few sentences from each section.

Free Speaking Practice (5-10 minutes) • To provide students with free practice of the target language

Ask SS to look at exercise 4, draw attention to the sentences. Say "Work with your partner and make new sentences with these words." Give an example by doing the first one yourself if necessary. Monitor closely.

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