Sigita Polat 17 Mar 2018 Teaching Practice 5
• To provide clarification and practice of lexis about the minor accidents and injuries in the context of conversation
• To give practice in listening for specific information and speaking for accuracy.
Procedure (29-45 minutes)
T tells a short personal story related to the subject ( accidents).
T shows fife pictures of a different accidents on the w/b. T uses pictures to elicit the meaning of ' accidents'; check understanding with CCQs and examples. Students try to explain what has happened in each one. They compare in pairs before the whole class FB.
T plays recording one more time and asks Ss to complete the sentences from the conversations using the verbs in the box. T points out that Ss have to choose the correct form of the verbs. Ss work individually. For the w/c FB nominate S to board the answers. Encourage class to agree/disagree. T plays recording again, stops after each conversation to check meaning and pronunciation. Whole class repeat the correct verb form if needed.T highlights the past form of drop, slip and trip. Choral and individual drilling. Learners work in groups of 3 or 4 and use the new language to talk about their accidents and injuries and what often causes them. T nominates Ss to share their ideas.
T gives HO with exercise 3 part A and part B and asks Ss to complete sentences 1-3 from the conversations in exercise part A. Ss work individually before comparing in pairs. In the exercise part B Ss extend the language by completing the stems with a range of endings. Ss work individually before checking in pairs. T on the w/b highlights the patterns that follow each expression ( on the way to +noun; of+ -ing; was trying to+ infinitive).
T asks Ss to look at examples from ex 3 and think of different outcomes. Ss have to imagine accidents in these situations ( from ex 3 part A) and write a sentence for each one. T models one sentence e.g I was on the way to shops when I dropped my keys. Ss work alone. T monitors Ss work and helps if necessary. After freer speaking practice T can write some of the examples in order to give FB about Ss errors and good language.
T encourages learners to talk about their own experience of minor accidents and helps them with vocabulary if necessary. Ss work in pairs and tell each other about their experiences. T monitors and takes a note of language use for a feedback session.
Ask Ss to report about each other experience of accidents and share the best stories. The whole class have to find out who is the most accident-prone in the class. T Puts some of the errors and good language you noted on the w/b. Ss can correct them.