James Huggett James Huggett

Teaching Practice 5
Intermediate level

Description

In this lesson, students learn about the present participle form of verbs, and how this can be made into the continuous/progressive be + ing. They will learn the target grammar, plus language, and then use this for speaking practice and production.

Materials

Abc Marriage Counsellor Role Play Lines
Abc Target Language slide and Examples
Abc 2nd IT handout
Abc Posters of Readers Relationship problems
Abc IT Helpdesk Exercise

Main Aims

  • To provide a review of Verb + ing in the context of technology and instructions

Subsidiary Aims

  • To provide accuracy speaking practice in a real life situations and role play in the context of relationship advice

Procedure

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

Introduce myself to the Ss, familiarise myself with their names. Tell Ss I will play them a video based in a IT helpdesk, of which they have learned about in the previous lesson. Hand out the IT helpdesk worksheet Elicit the instructions for the pre-video questions in WG FB. Ss spend two minutes writing down some answers individually. Quick WG FB. Play video.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Play video a second time. Ss start completing the post-video questions. Play a third time. Pair check WG FB.

MFP (8-10 minutes) • To draw students' attention to the target language using Guided Discovery

Tell Ss that we will be doing a sentence match-up activity, and remind them that they heard these lines before the break, in a previous audio. Related to IT. I will hand out the second exercise sheet, which the Ss complete the exercise from grammar 1a, the matching up with lines to make a sentence. Pair check. WG FB. I then ask the students to discuss in partners what the words in bold are? Pair check. MFP. Elicit on the board that they are verb + ing examples. I will then put on the board the examples of the target language, the verb + ing possible sentences, and if there are any clarification or pronunciation issues I can address them here. Tell Ss they will be using these lines as examples for the next exercise. The TL will be in italics and easily identifiable. Conclude with how experts are there to advise other people. CCQ: Do they help people? Yes Provide Advice? Yes. Make fun of them. No. Be professional. Yes.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Tell SS they will be giving their own advice using these pieces of target language to couples having relationship problems. I will leave these on the board. Elicit on the board what an 'Agony Aunt' is? Tell them that its a person, usually an older woman, who gives advice to people with personal problems, especially in a women’s magazine or newspaper column. Inform them this is British English, in Amercian they call them 'Advice Columnists.' 4 situations are placed on posters around the room. They have to walk around to them and discuss with their partner what their advice to them would be as relationship experts.

Semi-Controlled Practice (9-11 minutes) • To concept check further and prepare students for free practice

Students return to seat and discuss what they would do for each situation, and their advice. They can note down what they would do. and then provide WG FB to everyone. In a very student centric way. I will put the readers letters on the OHP and each pair can go through one or two each, and other people can offer their own opinions for each scenario.

Free Practice (9-11 minutes) • To provide students with free practice of the target language

I will inform SS that they are going to get into threes for a role play exercise. Then show them an example of such a situation from a movie clip. There will be a husband and wife, sitting in front of a Marriage counselor. I will CCQ what a marriage counselor is? is it an expert? Yes. Are the couple having problems? yes. Is the counselor related to the couple. No, neutral. Is she there to help. Yes. I will organise students as ABC, and C will be for counsellor. They get into the groups. The husband or wife will read out a line to begin, a gripe about their marriage, and from there they will argue and the counsellor has to intervene and use the target language to advice and assist which I will leave on the board. It will be completely free practice after this and a light-hearted way to end the class.

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