James Knowles James Knowles

Teaching Practice 2
Elementary level


Practicing controlled speaking in the context of healthy lifestyles


Abc Power Point
Abc Ticky tack
Abc Colored paper
Abc Health Questionnaire

Main Aims

  • To practice controlled speaking in the context of healthy lifestyles.

Subsidiary Aims

  • To practice controlled writing.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask students what they think of when they hear the word healthy. Help them generate some ideas about things which might be healthy or unhealthy. Show students pictures (from PPP) and ask them to answer whether they think the picture represents a healthy or unhealthy person.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through listening

Ask students how they would find out if someone is healthy. Elicit responses from students. If someone suggests asking "Are you healthy?" Have students repeat the question together as a group, working backwards through the question: Healthy. You Healthy. Are You Healthy? Ask if anyone would like to ask me, "Are you healthy?" Answer, and then pair off students to ask and respond to one another. ICQ: "What are you going to ask?" "Are you going to write anything?" Play music while students work for one minute. Have students give feedback to the whole class. "Do you feel that you are healthy?" "What is one thing that you do that is healthy?" Pre-teach vocabulary for the health questionnaire. Weekdays. Mineral water. Breakfast.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

Show the students the health questionnaire on PPT. Explain that this is a list of questions that you can ask to determine whether or not someone is healthy. Demonstrate the questionnaire. Have one student ask the teacher question A. Answer the question, and show the students the slide with a check beside the question, indicating the answer is yes. ICQ: "If the answer is yes, what do I put in the box?" "Which box do I use to answer the question about myself?" Next, have a student ask the teacher question F. Answer the question, and show the students the slide with an X beside the question, indicating the answer is no. ICQ: "If the answer is no, what do I put in the box?" Pass out questionnaires to the students. Give instructions to the students to read the questions A-J and answer them about themselves. ICQ: "Are you going to talk?" "Are you going to write anything?" "What will you write for yes?" "What will you write for no?" Tell the students they have 2 minutes to complete the questionnaire. Monitor. When time is up, have choose one student to ask another (by name) one of the questions from the questionnaire. Ask someone from the class to indicate what they would write down to indicate the student's answer. Repeat with two-three more students until they are asking questions and answering them correctly. Give students instructions to stand up, and go around the room to ask two other students the questions from the questionnaire and record their answers. Play music and give them 5 minutes to complete the task. When time is up have the students sit down and give feedback. Ask if they feel the same. Are they healthy or unhealthy. Why do they think so? What did they learn from asking these questions? Is there anything they want to start doing? Stop doing?

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Show students the PPT of the gap fill. Tell students this is a paragraph about your life that is missing the verbs. Ask a student to read the first sentence and fill in the verb. Ask students if the sentence is correct, or to offer correction. Go through each sentence in the paragraph, until students have completed the gap fill as a group. Explain that they are now going to write their own paragraphs about themselves. Instruct them to use the PPT paragraph as an example, and choose verbs that describe themselves. They may also change other parts of the paragraph to make it describe them and things from their lives that are healthy or unhealthy. ICQs: "Are you going to talk?" "Are you going to write?" "Are you going to copy this paragraph?" "Will you change anything?" Provide the students with colored paper. Monitor the students while they write. Keep a list of mistakes for error correction. Give the students 7-10 minutes to write.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

When they are finished, give students ticky tack to put their paragraphs around the room. ICQs: "What are you going to do with your paragraphs?" Instruct students to find and read two paragraphs that are not their own (one yellow and one green). Tell them to read the paragraph and look for anything they don’t understand or agree with. ICQs: "How many paragraphs are you going to read?" "Are you going to read yours?" "Whose?" "What are you going to look for?" Monitor students while they read and listen for what mistakes they notice. Play music while students look, and end music after 5 mins. Have students sit down. Ask them to give feedback on things they noticed. Give students some examples of correct and incorrect sentences to elicit responses.

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