Teaching Practice 3 Ahmad Nakar
To introduce and practice have and has in the affirmative form to talk about personal information in the context of reading about a family.
To enable students to develop their reading skills for gist and detailed understanding in the context of reading a text about rich people.
Procedure (33-45 minutes)
T Shows students a blurred picture of the text. T writes on the board key words from the text. e.g. big house, three sons, Las Vegas, husband, children, daughter...etc. T asks students to guess in pairs what is the text about. T might provide three possible answers if needed
T gives the text to Ss and asks them to read and circle the most appropriate title. T shows a picture to tell students what a title is. Ss compare in pairs their answers. T gives whole class feedback and asks students to show him why they said (X) is the correct title. They might come to the board and circle the key word that helped them to figure out the title.
For the same text, T gives ex. 2. and asks students to reread the text and tick true sentences and cross out the wrong ones. T asks students to compare their answers with a friend. Feedback would be in the shape of listening. T asks students to listen and check their answers. wcfb to show correct answers.
T asks students to look at the text and underline the sentences that contain have or has. T gets some answers from students and write them on the board. e.g. I have a small hotel. She has a job as a nurse. We have an apartment in the hotel. They have two children...etc. T clarify MFP of the target language. Have students complete the grammar spot on p27. Give whole class feedback.
T divides Ss into groups of three. T gives each student one part of the text. Have students read their part, then fold the paper and tell his/her friend in the same group at least three sentences about their text using the target language. T monitors and give help if needed. T asks ICO's Are we working individually or in groups? How many people? Will we show our text? We will read, fold, and tell, right? T then ask students to sit down and provide the whole text for all of them. T ask them to read the text and check their friends sentences. (This stage will work as gist reading to prepare students to the coming reading for details task). Have student read and do the exercise under the pictures. Give whole class feedback.