Teaching Practice 5A 09.07.2018
To practise new vocabulary items about the context Success.
To practise speaking for accuracy by using the context "Success" and the phrases related to it.
Procedure (45-59 minutes)
The teacher introduces herself to the students and learns their names by writing them on the board. The teacher gives the students half of some quotes and asks them to complete them on their own. When they are finished the teacher asks them to work in pairs and discuss each others' answers. The teacher shows the completed original sentences. Students discuss if their answers are similar or different. Students are asked if they agree or disagree.
Students are asked to give the names of three very successful people. Then students are asked to answer the questions on the power point slide show. The teacher re- pairs the students. Students work in pairs and discuss the questions. The teacher monitors them for delayed feedback. When they are finished some students are asked to report their opinions. Delayed error correction is conducted.
The teacher tries to Elicit Check Drill and Write the words "Work hard" and "Practise" in the context of success. Stress is also focused.
Students are told that they are going to learn new words to talk about the topic. Students are asked to complete the sentences with the phrases. When they are finished they are asked to check their answers in pairs. Some students are nominated to say the answers quickly. In the next activity they are asked to match the phrases in the box with sentences. Peer check is done. Answer key is given to an early finisher and stronger student and he/she gives the answers to them.
Teacher provides CCQ's about some new words and elicits and drills those words on the board. Word class and stress are the focus of attention. The words are drilled chorally then individually.
The teacher makes one sentence by using the phrases about herself as an example to the activity. The teacher asks the students to create 2 true 1 one false sentences about themselves, and their partners guess the false sentence. The teacher monitors the students and prepares for the delayed error corrections. When the activity is finished the teacher asks some of the students to say something about their partner. Delayed error correction is conducted at the end of the lesson.
The teacher asks the students to go back to their three very successful people and ask the students to apply the new phrases to that person.