Teaching Practice 8
To introduce and provide practice for constructions with the future tense in the context of future plans and intentions
To introduce and provide practice for vocabulary and collocations used to express hobbies and daily activities
Procedure (45-57 minutes)
Write down the six verbs START, LEAVE, DO, MOVE, GET, LOOK FOR, START in one column, and then the words ENGAGED, MARRIED, SCHOOL, UNIVERSITY, MY JOB, AN ENGLISH COURSE, AN EXAM, HOUSE, TO ANOTHER CITY/COUNTRY, FLAT in another. Tell students to form two sentences with these words. Have them compare their sentences with their partners and have them discuss which of these things they are going to do in the future.
Write down: HAVE, WATCH, GO, GO TO on the board in one column and then DINNER WITH FRIENDS, THE CINEMA, SHOPPING, TV, SWIMMING, THE NEWS, COFFEE WITH FRIENDS, SPORT ON TV, THE GYM, RUNNING, A PARTY. Briefly check understanding of these words/phrases by eliciting and asking CCQ's and go over each word the students don't seem to know. Ask the students which words fit into which categories. Then pass out exercise 1a and ask them to fill it out on their own. Have them compare their results with their partners.
Tell the students they will hear a recording of all the collocations they have just heard. Make sure they repeat each of the collocations together as they hear them. Test understanding via CCQ's and eliciting. Play the tape again if necessary to ensure students know the proper pronunciation of each phrase.
Briefly explain how to form yes/no questions with "going to" and have them elicit the proper structure for you to write on the board: Are you going shopping tomorrow? See if they know how to answer these questions as well and go over the proper word order for their answers. Ask students to complete exercise 4C and hand it out. Tell them to check their answers with their neighbor and then ask them some of the questions from the exercise.
Write down WHERE, WHEN, WHY, HOW, WHO, WHAT on the board and ask if students know what these words mean. Put columns on the board and have them elicit the proper word order of the four sentences found in the textbook. Pass out exercise 4c and have the students work on it on their own and then check their answers in pairs.
Write down the first word sequence on the board as an example sentence. Have a student come up and write the correct order on the board. Pass out exercise 5 and tell students to work on their own. Afterwards, have them check in pairs. Have one person from each pair write down their answers on the board. Go over the answers as a class and elicit from them whether the sentences are in the correct order or not. Have students ask each question to their partners and discuss their own personal plans for the future.