teaching practice 5
The main aim of this lesson is to provide student's understanding of simple present tense and the lesson focuses on especially the changing structure of the verbs in third person pronouns
To provide pronounciation of some verbs( used in third person pronoun) and in parallel to this to provide students speaking for accuracy with controlled and semi controlled speaking activities.
Procedure (43-55 minutes)
Teacher will start the lesson by revising the vocabularies related to their warm up activity. T sticks the Picture of Daily routines on the board and asks the students what are they ? T tells the words by gestures and drills with the students get up, have breakfast, go to work, have luch, finish work, get home , have dinner, go to bed
T sticks 'The Same Time' activity sheet on the board. Then tells the activity. I will give you this paper and at first you will work on your own to fill the second coloumn on the sheet (t shows hers as an example).When they have finished ,the teacher shows the second step of the activity. t walks around the classroom and asks some questions to the students .When t finds someone who does a thing at the same wit her , say' Okeyy Look Same time 'T shows the time she wrote on her sheet and write the student's name in the colomn on the right. Then show the class.Then t asks everyone to stand in the middle of the class, asks them mingle and find other students who have the same routine with them. At the end T asks questions to the ss .who have the same routines.Then t asks the students make sentences about their friends Daily routines and ,she writes some of them on the board.She stresses on the third person /s/ here. T focus on the grammar rules here. T shows the Pronouns and verbs on the board. (Using colors on the board ,she focuses on the /s/
T draws a book on the board and writes : I like books then asks some of the students Do you like books?, When some one says yes ,she writes : She likes book.Then Show the ss a HO tells them the exercise .They are going to write he / she it forms of the verbs first on their own then they will do peer checking with their partners. While they are doing the activity t writes the verbs on the board then with the whole class feedback she writes the he/ she it/ forms of the verbs.Then she plays the recording and asks the ss repeat both the verb and its he/ she/it form together (like-likes,etc.).after this recording she emphasizes on
T focuses on the a photo of Tom. T sticks Tom's picture on the board. Then asks who is he? they will have some anticipations later t explains that he is Carol's brother (they know Carol from the previous lesson) T tells them let's try to find out Tom's daily routine. T asks them to fill in the gaps with the right form of the verbs on their own and compare their answers in pairs.T checks answers with the class make the explanations clearly and clarifies the structure here.
T puts the students into new pairs .Student A and student B then shows the new hand outs , Student A fill the gaps on their own first then ask the question to their partners( student B) and according to their answers put a thick or cross on the column (Student B's column) and then t asks some students to share their dialogues to the class.
If there is time Ss will come to the board and tells the class one or two things about their partners. For example: She watches Tv in the mornings or He doesn't drink a lot of coffee.