Teaching Practice 4
Elementary (A1/2) level
To provide practice of vocabulary related to parts of a house in the context of a documentary on the White House and a video house tour.
To enable students to practise their specific information listening skills using a documentary about the White House.
To provide fluency speaking practice in a brief conversation in the context of visiting the White House.
To provide accuracy speaking practice in an interview in the context of home activities in different rooms.
Procedure (45-45 minutes)
T displays a picture of the vertical cross-section of a house to elicit the names of all the different rooms. T provides repeated practice by pointing at the rooms (in random order) until the class can identify them confidently in a loud chorus.
T shows a picture of the White House. "What do you see?" T uses a picture to elicit the meaning of 'public visit'; checks understanding with CCQs and examples. In groups of 3, Ss predict/answer general questions about the White House on A3 print-outs on the wall. The focus is on generating interest in the topic, not on getting the correct answers. Ss who finish can walk around and read the other groups' answers. T praises good language use but otherwise monitors silently.
Ss have 1 min to read exercise 2. T starts the recording and the class solves #1 together. T rewinds and plays the whole recording once. T's position is sitting down in the front centre. Repeat for exercise 3. Ss check answers in pairs or groups. If necessary, play the recording a final time. Nominate S to board the answers. Encourage class to agree/disagree. If Ss disagree with a correct answer, ask them to justify their answer.
T presents the question: Would you like to visit this famous house? T clarifies understanding by eliciting a phrasal verb for 'visit' (go to). Ss discuss with the person in front of them for 1 min. T nominates Ss to share their partner's answer.
T shows a sped-up video tour of a house (http://bit.ly/2oDHKQl). Ss call out the names of different rooms as they see them. T shows pictures of different rooms to recap names and check understanding. ("Are these words verbs, nouns or adjectives?") Choral and individual drilling. T highlights spelling, word stress and difficult phonemes on the board.
Two strong Ss demonstrate number 1 of a matching activity. Ss complete the activity individually. Ss check answers in pairs. T nominates Ss for w/c FB.
T demonstrates question #1 of speaking activity with a strong S. Ss have 1 min to prepare their answers. Ss have 4 min to mingle and ask as many peers as possible. T monitors unobtrusively and notes down examples of good and bad use of TL.
T nominates Ss to share their peer's answers. T boards examples of good and bad language output. In pairs, Ss decide which is correct as well as possible corrections. T boards Ss' suggestions and encourages self- and peer-correction.
Ss repeat the speaking activity using the corrected language. Ss ask their own questions, e.g. "Where do you read? Where do you relax?"