Ulviye Koyuncu Ulviye Koyuncu

Teaching Practice 1
Elementary level

Description

In this lesson, Students practice speaking for accuracy and fluency in the context of typical friends and free-time activities. And while they semi-controlled and controlled practice of simple present yes/no questions, they have the opportunity to practice free time vocabulary.

Materials

Abc White Board
Abc Pictures
Abc Straightforward Elem – Extra Activity
Abc Straightforward Elem – SsBk

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of typical friends and free-time activities.

Subsidiary Aims

  • To provide practice of free time vocabulary in the context of typical friends and free-time activities.
  • To provide practice of Simple present yes/no questions in the context of free time vocabulary

Procedure

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

-Introduce myself to the Ss -Show the pictures on Straightforward Elementary Ss Book's 25th page to the students -Ask students what kind of activities they are -Whole class feedback -Write the answers on the board

Exposure (8-10 minutes) • To enable students to get used to the free-time activity

-Write the names of the activities on the board -Tell the students to look at the activities in the list and ask them what they do with their friends -Write " do you.........with your friends?" on the board -Elicit a few responses from students -Put the students into pairs to ask each other the questions

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-Explain to students that they are going to complete a questionnaire and then interview their partner. -Put the students into pairs -Hand out one work sheet to each student. -Students complete the ‘Me’ column of the questionnaire with a tick (✔) for yes or across (✘) for no -When they have finished, they interview their partner by asking questions, eg ‘Do you talk about your feelings?’ and complete the Partner 1 column in the same way. Make sure they write their partner’s name on the line at the top of the column. -When they have finished interviewing their first partner, put the students into different pairs, and complete the Partner 2 column in the same way. -In new pairs, students take turns to ask each other questions about their previous partner, eg A: ‘Does Mario have a dog?/Has Mario got a dog?’ B: ‘No, he doesn’t./No, he hasn’t.’

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

-Choose a student and ask them " do you travel with your friends? and get the answer "yes, I do" or "No, I don't" as an example. -Students work in pairs to interview their partner about what they do with their friends -Monitor and take notes of the mistakes they make -Choose a few students and ask them " Are you a typical man friend or a typical woman friend? -Discuss the question

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-Write the mistakes the students made while doing activities on the board -Ask them what is wrong with the sentences -Whole class fb

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