Teaching Practice 5
Pre-intermediate, A2 level
To provide clarification of meaning, form and pronunciation of modal verbs should/must and give controlled, semi-controlled and free practice in the context of going to dinner with foreigners.
To provide writing and speaking practice of recommendation and advice in the context of going to dinner with foreigners
Procedure (32-44 minutes)
1 Brainstorming: `What advice did Polly give to her friend Antonia?` (review previous lesson) 2 T uses visuals to help ss recall the topic and writes some model sentences of TL on the WB You should take something for the hostess/ you shouldn't arrive late/you must ask the hostess if you can smoke.
1 Ss look at 3 model sentences (HO ex 1) and find the right definition for should, shouldn't, must on their own, WC FB. 2 Ss fill in the gaps with should, shouldn't or must in pairs, then get a FB from the T (HO ex 2) 3 Ss make questions with wh-question words + should I + v1 and respond with short answers in groups of 3 (HO ex 3)
1 T scripts CCQs to check the ss' understanding of the meaning of the 3 model sentences written on the WB earlier (Should: a Is it a good thing to arrive late? (no) b Is it a good thing to arrive on time? (yes) c Are we giving a piece of advice? (yes) Must: a Is it ok to smoke without asking? (no) b Is it necessary to ask the hostess if you can smoke? c Can you smoke if you want to? (no) 2 T clarifies the affirmative/negative/ question form of should on the WB eliciting from the ss 3 T focuses on pronunciation by marking stress/weak forms on the WB, backchaining as well as choral and individual drilling. Pronunciation may be revisited in the FB/error correction stage following practice 2. At this stage TL errors are corrected immediately. (is it x or y? fingers to show contractions; reformulation)
1 T shows a picture of a funny man to get ss interested in the activity. T explains that Luigi is coming to Istanbul for the first time to meet his Turkish girlfriend's parents and he is a little bit nervous about it. 2 T asks ss to discuss and write with their pairs some pieces of advice for Luigi (PW). Before they start get a couple of examples from them and ask ICQs (Are you going to write or discuss first?) What are going to write? (Luigi should.../Luigi shouldn't ) 3 T checks Ss' accuracy and helps them if needed (If there are early finishers, T asks to them to write an extra advice or to check if their sentence is correct 4 Ss compare advice, agree or disagree with their partner's advice (GW) At this stage TL accuracy errors are corrected immediately (You did a good job, just...: swop position with gestures, S self-refelction)
1 Ss post their advice sheets on the walls (4 groups/sheets) 2 Ss in their groups visit each of the 4 stations (one by one) and find 3 pieces of advice they disagree with (GW) 3 1 s from each group informs the class about some advice they disagree with (S-class) using `I (don't) think he should` form 4 T asks if the WC agrees or disagrees (Do you think Luigi should...?) There is no error correction during this fluency activity. FB will be given in the last 5 minutes of the lesson.
Delayed error correction of the errors noticed during the fluency activity. T highlights good examples of language use and points out some main errors. The pronunciation is revisited if needed.