Teaching Practice 3 (Vocabulary from Shakespeare's famous families)
To provide practice of family words in the context of Shakespeare's tragic families.
To provide gist and detailed reading practice using a text about Shakespeare's tragic families in the context of family.
Procedure (35-51 minutes)
Do an adapted version of Vocabulary ex. 1A on p 18 of workbook. Give instructions through demonstration. Put chart on the WB and give students slips of paper which have family vocabulary written on them. Ss will then put their paper in the appropriate box. Once all students have finished, ask, "What is the subject of this chart? What do these words have in common?" Elicit "family" from ss. (So today, we're talking about...?)
Have ss work in pairs to complete vocabulary ex. 2 on p. 30. After ss have finished, check in by asking a few students to answer about their partners.
Ss will work in pairs to complete vocabulary ex. 1 on p. 30. While ss are working out their answers, T will copy family tree onto the board and leave the appropriate blanks. Have some students come up to fill in correct answers on WB all at once. (Sort of a board rush) Ask, "Is it OK?" Elicit correct answers from the group to fix any mistakes.
Elicit definitions of new vocabulary words from students. "The opposite of alive is..." (dead) "If you are not my friend, you're my..." (enemy) "If I am the head of a company, I have a lot of..." (power) "A farmer grows crops on his..." (land) "If I am at the mall with my boyfriend and other men smile at me, he feels very..." (jealous) "If you steal my money, I will plan to steal your money. I want..." (revenge) Check the students' comprehension by showing pictures of each word. Drill pronunciation of each word 3 - 5 times. Finally, write the new words on the left side of the WB.
T tells ss they will have 2 minutes to read the text. Ask ICQs to ensure understanding. "How many minutes do you have to read? (2 minutes) Will you read everything or the main idea? (Main idea)" (Though they are told 2 minutes, give them 3 due to the complexity of the activity.) After the time is up, have them complete reading ex. 3 on p. 30 and then check in pairs. Once they have checked in their pairs, verbally check answers with WC.
Chest HO. Explain that the exercise contains 6 T or F statements. Ask the students to read again and mark T or F for the statements. Be sure to ask ICQs. "So you are going to... (read) read the text and... (answer the questions). Alone or in a group? (Alone)" Once they have finished, have them check in pairs. When they have finished checking in pairs, give them an answer key and have them compare their answers. While monitoring, collect errors and unfamiliar vocabulary for delayed feedback.
Have the students work in pairs to draw each other's family tree. Refer back to the family tree on the WB and demonstrate instructions with one student. Ask ICQs: "Will you draw your family tree or your partner's? (Partner's) How many minutes will you have to finish? (5)" Collect errors for delayed feedback on board. When time is up, ask a few students to tell a little about their partner's family.
T collects errors and unfamiliar vocabulary throughout the lesson. T corrects errors and clarifies this vocabulary, placing this on the left side of the WB with vocabulary words from earlier in the lesson.