Teaching Practice 3
To provide clarification and practice of lexis in the context of free time activities
To provide students with practice in speaking for fluency in the context of free time activities
Procedure (37-49 minutes)
Ask students what they remember about Prince Charles's free time acitivities. Get some answers from students and ask about students' free time activities. Students discuss theirs with their partners. Whole class feedback.
Put the pictures of free time acitivities on the door in advance and deliver the cut-up words to students. Each student comes and sticks his/her word(s) to the door. Instructions: There are ten pictures on the door, and ten words you will match with. I will give one (or two) word(s) and you will come and stick it to the correct picture. Model the instruction first, then start the activity. Have students check the answers and ask if there are any mistakes/questions. Whole class feedback takes place, justify some answers from students.
Teacher presents lexis through a presentation. There are seven vocabulary items to teach. There are some certain stages to follow for vocabulary teaching. Firstly, show the picture to the students and elicit the meaning. If students cannot come up with the item, tell it to them. Here, CCQs are asked to clarify the meaning. (CCQs are in the vocabulary analysis page) After the meaning is clarified, model and drill the word chorally and individually. Then, show the form and elicit part of speech of the lexis. Follow these stages in every item you teach.
After clarifying meaning, form and pronunciation, teacher deliver the hand-out1. Student match the words with the appropriate activities. The instructions: There are eleven words and ten pictures. Match the words with the appropriate pictures. There is one extra. Work individually. You have four minutes. ICQs: Do you use all the words? (No) How many extras do you have? (One) Students check their answers with their partners Whole class feedback takes place. Students nominate each other. Ask for justification.
Give the hand-out2 and ask students to complete the mind-map activity based on the painting vocabulary items. Instructions: Here is a diagram. Complete it with the words next to it. Work individually for three minutes. Model the instructions. Students check their answers with their pairs. In feedback, elicit the answers from different students. If time, listen to John talking about his hobby, as it provides a model of speaking for students' mind-map activities. Deliver the hand-out4 and ask students to circle the correct options in the sentences. Listen only once. For feedback, whole class check can be carried out.
Deliver students the hand-out4 and have them brainstorm about their free time activities. Instructions: Think about one of your favourite free time activities. Write it in the middle. And think about these sections here such as where and when, benefits/advantages of it. Work individually. You have five minutes. Help them as necessary. When they complete it, they share their mind-map activity with their partners. Monitor genuinely and takes notes on some good use of language and things to correct. Whole-class feedback Get some ideas from one/two student(s) Do some plenary feedback at the end of the lesson.