Nadezda Krupnova Nadezda Krupnova

Teaching Practice 1
Pre-intermediate level


Abc Ss Bk - U1B p7 ex 3 d
Abc Ss Bk - U1B p126 Grammar Bank Present Simple
Abc Photo of Alexander & Oliver
Abc Ss Bk - U1B p7 ex 3 a
Abc Ss Bk - U1B p7 ex 3 f
Abc Ss Bk - U1B p7 ex 3 e (pp 100 & 106)
Abc Ts Bk - U1B p210
Abc Ts Bk - U1B p18 ex a Answer keys
Abc Ss Bk - U1B p7 ex 3 b
Abc Ss Bk - U1B p127 ex a Grammar Bank
Abc Ss Bk - U1B p127 ex b Grammar Bank
Abc Ts Bk - U1B p18 ex b Answer keys
Abc Ss Bk - U1B p126 Grammar Bank Adverbs of frequency

Main Aims

  • To provide Ss with clarification, review and practice of simple present in the context of describing a date, friend or family member.

Subsidiary Aims

  • To provide Ss practice of adjectives to describe appearance and personality.
  • To give Ss practice in speaking for fluency.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show the photos of Alexander and Oliver. Ss predict about them answering questions: What do they do? What do they do every day? What do they look like?

Highlighting (2-3 minutes) • To draw students' attention to the target language

Explain the instructions. Ss complete the sentences using the present simple without looking at the text. Give Ss a few minutes to complete the gaps. Call individual S to come to w/b and write the answers. Check the answers as a whole class. Answers: 1 doesn't; 2 goes; 3 does; 4 do; 5 don't

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Point Ss' attention to the sentence. Ask Ss to chose the appropriate timeline. Then ask Ss: When do we use present simple? Elicit some answers. Put Ss in pairs and point their attention to ex. 3 b. Ss answer the three questions. Check answers as a whole class pointing Ss' attention to the table. Remind Ss of the difference in pronunciation between do, don't, does. Model and drill chorally then individually the pronunciation of the 3rd person singular -s ending. Remind Ss that the contracted forms don't and doesn't are always used in conversation. Show Ss ex a and say to do the exercise individually. Check understanding. Ss write sentences and questions with the present simple. Monitor and help where needed. Ss peer-check their answers and then check against answer keys on w/b. Point Ss attention to the continuum of frequency on w/b and ask Ss to put adverbs into correct place. Elicit answers from Ss and do as a whole class activity. Ask: Why do we use these words? and elicit Ss to answer. Ask Ss to study example sentences with adverbs and expressions of frequency. Then Ss work in pairs and circle the correct answers. Whole-class FB. Show Ss ex b and say to do the exercise individually. Check understanding. Ss re-order the jumbled sentences. Monitor and help where needed. Ss check against answer keys on w/b.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Get Ss to cover the text. Put them in pairs/groups of three. Ss discuss what they can remember about the men Charlotte likes and doesn't like. Elicit answers and then let Ss look back at the text to check. Put Ss in pairs, A and B. Give HO and explain that Ss have to write the questions. Check the instructions. Ss write out the questions. Elicit the questions from the class. Explain that As ask their questions to Bs about Oliver. Then Bs ask As their questions about Alexander. Point that Ss need to write their partners' answers in the tables. Check the instructions. When Ss have finished, they compare their HOs to check their answers. Ask Ss to look at the question on w/b. Ss share their opinions. Whole-class FB.

Semi-Controlled & Free Practice (10-12 minutes) • To concept check further and to provide students with free practice of the target language

Ss practise using the present simple tense. Put Ss in groups of three (or pairs). Give each group a set of cut-up cards. Demonstrate the activity by writing on the board: Where / your mother work? What time / you get up? and eliciting that Ss need to add do or does. Ask a student the question and then ask follow-up questions to get as much information as possible. In their groups, a S takes a card and asks the other two Ss the question. Then other two Ss do the same. Encourage Ss to ask for and give as much information as possible. Monitor and help where necessary, particularly with question formation. Take notes of any errors. When Ss have finished, get feedback from the class on some of their answers. If time - do some delayed error correction on w/b from errors noted.

Web site designed by: Nikue