Teaching Practice 5
To provide fluency speaking practice in a discussions in the context of moral dilemmas
To provide review of second conditional in the context of moral dilemmas
Procedure (34-46 minutes)
Teacher starts the lesson by showing the picture. Teacher asks: "What do you see in the picture?" She elicits some answers. She waits fpr the answer, he is trying to decide on something? He is not sure about something. He is a hesitant or indecisive person etc. Teacher asks: "What is he thinking about?" and draws speech bubbles on the board and writes the answers given by students. Finally teacher asks: "Do you have similar situations?" and elicits one or two answers and tells them to talk in pairs.
The teacher shows some pictures and elicits the problems. For example, in the first picture A woman is trying to decide what to wear. She gives situations like "What would you wear if you had a job interview? What would you wear, if you went out with your new boyfriend/girlfriend ? In another picture, she shows two opposite directions and ask students have they ever felt like that? She elicits some answers and based on the answers creates situations.
Teacher creates the context for relative. She says that apple, banana, orange are ........... in general. She also draws a spiderweb on the board and writes these words around the spiderweb. She wants them to find out the hyponym "fruit". She does the same example with animals. She finally writes uncle, aunt, cousin nephew around the spiderweb and expects them to find out the word "relative" Second word is "inherit". The teacher tells the students that: My grandfather died last month. The had only one house and I was his only relative. So, his house became mine. I ......... his things. The third word is "colleague". I am a teacher and I work with other teachers in the same school. They are my .........
The teacher makes 2 groups in the class. She tries to balance strong students in these groups. She shows the cut-outs and explain the game Instructions: There are two sets of cut outs. One students picks a card and read the question. Other students answer the question. Short answers are not OK. You should explain and support your answers. The one who asks the question chooses the most interesting answer and gives the card to that student. Another student picks a card and asks the question. CCQs: Are we working in pairs or groups?- In groups How many groups are there? - 2 Are we writing our answers? - No, just talking Does the same person ask the questions? - No, it takes turns Are short answers OK ? No
The teacher monitors the students while they are discussing the questions and takes some notes about correct and incorrect use of target language. For feedback session, teacher elicits the most interesting answers from the groups and students share their opinions. Finally, the teacher writes the sentences on the board and wants them to talk in pairs about which ones are correct and which ones are in correct. Then she asks the students to come the board and correct the sentences.