Teaching Practice 7
By the end of the lesson students will have practised their speaking skills by talking about their exciting or frightening experiences.
Students will be able to practise their listening skills (subskill : for detail) by listening to a track about a man's frightening experience.
Procedure (44-52 minutes)
Teacher greets students and makes a transition between previous lesson and her lesson. To set the context, teacher plays a video about a man's experience with shark. They will not be asked for information from the video. Students will be asked to talk about ''Would you want to swim with sharks? Why, why not?'' in pairs. WGFB - teacher elicits answers from students.
Teacher shows two PP slides which has frightening and exciting pictures. Asks them which one is frightening and exciting. After that, tells a short story about her own frightening experience to set an example to students. Before giving handouts, she gives instructions (asks them to think about their frightening or exciting experience and make notes after looking at the questions in h.o) They will work individually. (ICQ: Are we just thinking or thinking and writing? Are we working with pairs or alone?) Peer check - students compare their answers with their pairs. WGFB- teacher elicits a few answers.
Before playing the recording, teacher gives instructions ( Listen to a man talk about his experience. Do you think it was exciting or frightening? What happened?). After that, she asks the students to talk to their pairs for one minute to compare answers. Teacher asks them to look at the key phrases in their hand out before playing the recording again and wants them to tick the phrases they hear. If needed, plays the recording again. Peer check. WGFB - teacher nominates a student for the first answer and asks st. to nominate others.
Teacher asks them to work in groups and take turns to talk about their experiences. One student starts and uses key phrases and notes to help. Others in group listen and ask two questions about each event. ICQs (How many questions are we asking? Do we use key phrases and notes?) Teacher monitors to listen to pronunciation mistakes. Elicits a few answers from each group.
After listening to students' speaking, teacher writes the words that are pronounced wrong and tries to elicit their forms first. Then drills the words.