New lesson plan: Teaching Practice 4

Teaching Practice 4 - Elementary level

Teaching Practice 4
Elementary level

Description

In this lesson, Ss will learn some new vocabulary related to furniture. They will have the chance of practicing them in both receptive (Listening and Reading) and productive (speaking) activities.

Materials

House Picture

Matching

Presentation

Reading & Listening

House Picture

Matching

Presentation

Reading & Listening

Main Aims

To provide clarification and practice of Furniture in the context of My First Flat

Subsidiary Aims

To provide accuracy and fluency speaking practice in a conversation in the context of My First Flat
To provide scan reading practice using a text about Furniture in the context of My First Flat
To provide gist and specific information listening practice using a text about Furniture in the context of My First Flat

Procedure (35-51 minutes)

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

- T writes "There is..... There are...." on the board. - T looks around and makes two or three sentences, eg There is a whiteboard. There are eight tables. - T tells Ss to look around the classroom for a few seconds then asks them to give you as many sentences as they can to describe the room. - T shows Ss a picture and elicit the words "rooms, and furniture" by pointing at the picture and asking "what is this?".

Vocabulary Pre-Teaching (9-11 minutes) • To introduce the vocabulary that students are going to encounter during the listening section

- T shows pictures and elicits what rooms they are. - T elicits the name of the pieces of the furniture in the pictures (as many as possible). - T plays the recording and gets Ss to repeat. - T provides Ss with matching exercises to check their understanding. - T shows answers on the pictures. - If necessary - T writes difficult words on the board with their transcripts, highlights the stress and drills.

Pre-Listening (2-4 minutes) • To prepare students for the text and make it accessible

- T writes "Shelly, and Claudia" on the board. - T explains that Shelly and Claudia are students and they want to rent a flat. - T asks Ss to discuss in pairs "which flat they think they will rent - Flat A or Flat B?"

While-Listening (2-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- T plays the recording. - Ss listen and say which flat Shelly and Claudia decide to rent.

Pre-Reading/Listening (2-4 minutes) • To prepare students for the text and make it accessible

- T writes " Do you think they like their new flat? Why/Why not?. - T asks Ss to discuss in pairs.

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- T asks Ss to read the questions in ex. 1. - T plays the recording "1.52" and asks Ss to answer the questions. - T asks Ss to discuss answers in pairs. - WC feedback.

While-Reading/Listening #2 (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T asks Ss to look at Flat A and underline false information in the dialogue. - T asks Ss to compare their answers with a partner. - WC checking.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- T puts SS into pairs. - T asks Ss to play the role of Shelley and her dad. - T monitors carefully and helps with any problems. - If time - T asks Ss to swap the roles and practice again.