Teaching Practice 7
Begginers level


Abc Matching hanouts
Abc Table for classifying
Abc Speaking bubbles
Abc Wh-questions handout

Main Aims

  • To provide fluency speaking practice in a Stusents-centered activities in the context of Sport and leisure.

Subsidiary Aims

  • To provide practice of sport activities in the context of leisure time


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

Encourage students and engage them by using brainstorming technique. Divide students into four groups and handout a paper with the word ''free time''. Ask them to write down as much as they can vocabulary related to the word free time in 3 minutes.

Language input (6-8 minutes) • To provide students with vocabulary and set the context of the lesson

Ex1. In four groups students match the new vocabulary to the suitable pictures using the wall in 3 minutes. Use ICQs to make sure students understand the instructions. Monitor the class and then students check in groups. Check the answers with the class by giving the key answer. Check the answers with the class by giving the key answer. As feedback ask CCQs to check students' understanding: In which sport you need a very small ball to plat it? Which game people plat it in the cafe?

Useful Language, collocations (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ex2. Focus students attention on the example and read it out. Then ask students to fill the table with activity words either with play or go in groups in 3 minutes. Use ICQs to check Ss understand the instructions: What are you going to do? After they finish ask them to check in groups and write the correct answers on the board. Then show them on the board and compare them with Ss answers. Now try to elicit the meaning the rule for using the verb play and go in collocations by asking: Do we need a ball to play the sports that come with play or go? Are the activities with go mental or physical? Then break down the form of these collocations. Write the examples in ex.2 on the board and highlight the stress position for these collocations. Then drill the sentences with students.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

Ex:3. Focus Ss attention on the speech bubbles. Remind Ss of the use of present simple to talk about general habits in the present past simple to ask about something in the past. Drill the sentences chorally and individually. Then elicit two or three more examples from students in open pairs. Now ask students to do the task in pairs in 3 minutes. Monitor the class and correct hot errors using different techniques such as writing some answers on the board and ask Ss to correct them.

semi-controlled practice of speaking (5-7 minutes) • To provide production and use of language

Ex:4 Focus on practice of the third person forms. Invite a student to demonstrate the task with him or her by telling her the example and asking her to tell me about her partner. Then ask students in pairs to tell about their partners. Monitor the class and offer help when necessary. Check ss mistakes and correct them.

Free-controlled practice of speaking (8-10 minutes) • To encourage students to speak fluently

Ex:5. Invite a student and tell him/her to ask you the first question in the handout and answer it. Then, ask her the first question and she answers it. In pairs ask students to do the same for 5 minutes. Use ICQs to ensure students understand the task. Monitor the class and offer help when necessary. For error corrections, write some sentences students say on the board and encourage students to correct them. Then, ask students to mingle and choose a different partner to tell him/her about his/her partner answers.

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