Richard Tatterton Richard Tatterton

Teaching Practice 4
Elementary level


In this lesson, students will begin to learn how to use object pronouns. The students will work through a controlled grammar based activity, to semi-controlled PW grammar speaking practice where they will practice and focus on their speaking fluency.


Abc Global Elementary

Main Aims

  • To highlight and practice using object pronouns in the context of animals using PPP based teaching techniques.

Subsidiary Aims

  • To develop students speaking fluency by talking about their likes and dislikes with regard to animals using a rotating PW speaking activity.


Lead-in (3-5 minutes) • To generate Ss interest in the topic

T will hand-out a copy of the pictures of animals from Global Elementary pg 36. T will divide Ss into pairs and then ask them to tell each other whether they like the animal in the picture and give a reason. Each pair will have a different picture of an animal. This will lead into the vocab stage on the WB.

Pre-teach Vocab (5-7 minutes) • To provide controlled oral practice of the vocabulary

T will ask Ss if they can think of some adjectives we might use to describe these animals. T will elicit as many adjectives from Ss as possible. TL for this section are adj. - intelligent, clean, friendly, nice and beautiful. T will try to elicit the antonyms for these adjectives from the Ss. TL for this section of the lesson are adj.- stupid, dirty, unfriendly, awful and ugly. T will then ask the Ss to switch their pictures of animals and use some of these adjectives to describe them.

Boardwork stage (5-7 minutes) • To present the students with object pronouns and their postion in the sentence.

T will write on one side of the board the object pronouns, and on the other side the sentence 'I love horses' T will explain the structure of this sentence. 'I' - subject - 'love' - verb - 'horses' - object T will ask the Ss if they can choose the correct object pronoun to replace the word 'horses'. T will elicit from the Ss the correct answer - 'them' - and explain why T will write on the board another sentence. 'Tom takes his dog for a walk' T will ask the Ss if they can replace 'his dog' with the correct pronoun. T will elicit from the students the correct answer 'it'

Controlled Practice (first stage) (3-5 minutes) • To provide the students with a written record of the TL

T will hand-out ex. 4 pg 141 and ask Ss to work through the questions. Ss will check their answers in pairs. WC FB

Controlled Practice (second stage) (5-7 minutes) • To allow students to check their understanding

T will hand-out the reading about cats - pg.37 T will give the Ss 1 min to read the article. T will ask the Ss what is missing from the article. (subject + object pronouns) T will ask the Ss to work in pairs to replace the underlined words with the correct pronouns. WC FB

Free-speaking practice (rotating pairs) (10-14 minutes) • To provide free speaking practice and improve levels of accuracy using TL

T will number the Ss 1 or 2 accordingly. T will instruct all numbers 2's to stand and move their chairs to face a student who has been numbered 1. T will tell the students they have 2 mins to speak to the student facing them, each of them telling the other about their favourite and least favourite animal explaining why. When the 2 mins are over T instructs all number 2's to stand and move one place to the left, this should ensure that everyone has a new partner. Ss will repeat the same activity with their new partner. This repetition will help build speaking fluency. T should be monitoring this activity by walking around the room listening, to check Ss are on task and encourage quieter Ss to speak. This activity can go on until the students numbered 2 have made a complete rotation back around to their original partnering number 1.

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