Oya Oya

Teacher Practice 4
Elementary level

Materials

Abc Scrivener, J., Sayer, M. et al (2012) Straightforward Elementary TsBk Macmillan
Abc Clandfield, L. (2012) Straightforward Elementary SsBk Macmillan

Main Aims

  • To enable students to understand and use the structures 'There is/there are & How many' in the context of the White House (e.g. There are three kitchens. Is there a bathroom? Yes, there is. No, there isn’t.).

Subsidiary Aims

  • To provide speaking practice with the focus on accuracy in the context of describing places.

Procedure

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

Welcome Ss and say 'It's my pleasure to see so many Ss who want to know English'. Let's count how many people there are here. Look at the board (PPTX1) and discuss these questions with a partner. Peer check, w/c FB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Tell the students to remember the listening about the White House from the previous lesson and to think the things from the White House. Show a HO1, say that they need to give answers to the questions. For example: 1. There is a tennis court. What is the question? (elicit from the Ss). b. Is there a tennis court? Give an instruction: Work in pairs, check you answers with a partner.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Check Ss have the answers for the HO1 and then get them to notice the short answers. Elicit with things they can see in the classroom. Gesture around the room and ask “computer?” “students?” “television” “children” etc. to prompt different responses. Open a presentation PPTX2 with the model sentences (on the board). Let the Ss to look it through. Drill the whole sentences.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Do ex. 1 on p.35 Show the HO2 and ask “What can you remember about the White House? For example, "…”, then write on the board “a small cinema” – and elicit the answer. Then write/prompt “public bathrooms” – elicit the response. Then say “Good – so now work in pairs and write sentences using these words. Monitor and help if necessary. W/c FB: Ask a S to come up to the board and ask the class what the answers are. Answers: 3 There are two swimming pools. 4 There isn’t a restaurant. 5 There are three kitchens. 6 There are seven lifts. 7 There aren’t any public telephones.

Controlled practice (8-12 minutes) • To concept check and prepare students for semi-controlled practice

Do ex. 2 on p.35 (5-7 minutes) Show a HO2, Tell the Ss to make questions using the words in the table. Provide Ss with handouts. Monitor and see how they are doing. Nominate Ss to make questions. Model the stress and intonation pattern carefully. Show that the main strong stress is on the noun in column 4, and that the voice rises at the end. Show the falling intonation on the short answer. Do ex. 3 on p.35 (3-5 minutes) Give instructions: Now work in pairs. Ask and answer the questions from exercise 2. Monitor and make sure that students are both using the forms and pronouncing them correctly.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Do ex.4 p.35 (3-4 minutes) Prompt with an example in the room, e.g. 10 students - See if Ss can come up with “How many?”. Provide the HO3. Tell the Ss to open the worksheet and to look at ex.4. Read the example and elicit the answer to number 2 to make sure students know what to do. Work in pairs, check your answers with a partner. Monitor and help where necessary. W/c FB. Answers: 2 How many students are there in class today? 3 How many bathrooms are there in your house? 4 How many teachers are there at your school? 5 How many books are there in your bag today? Do ex.5 p.35 (3-4 minutes) Put the Ss into pairs with a new partner to practise asking and answering the questions in exercise 4. Monitor and prompt if necessary.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Draw a map of your house or flat. Prepare a short presentation of your home. Use the words from the lesson and the useful language to help you. Tell the Ss to draw a plan of their house or flat. Then they prepare a short presentation using the words from the lesson and the Useful language box to help them. Monitor and help, if necessary. Put students into groups of three or four. They take it in turns to make their presentations. Use Useful language on the board.

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