Teaching Practice 6
Intermediate, B1 level
To provide clarification of verb phrases in the context of success
To provide fluency speaking practice in a discussion in the context of success based on quotes
There is no specific subsidiary aim of this lesson.
Procedure (31-46 minutes)
The teacher shows the students the photos of four people. These photos belong to people who are very successful in their field. She sticks the photos on the board and asks the students : - Do you know these people? The answer would probably yes as they are well known people. She elicits their jobs and tells that even though they work in different fields they have something in common. She tells the learners work in pairs and find this common thing. Teacher monitors and asks for the answers of the pairs. Then she asks "Do they work short hours or long hours to be successful? " Students say that they work long hours.
Teacher attaches the quotes on the walls around the class before the lesson. She tells the students to walk around and to have a look at quotes about success and decide which ones they agree on, which ones disagree on and support their ideas in a group discussion. Groups are formed according to the number of students ( If the number is above five, then teacher forms two groups) Teacher monitors the groups and at the end she gets the general views of the students about the topic.
Teacher sets a context to teach "have a natural talent, focus on, have the opportunity (to do something)" and "be a high achiever". She shows the photo of Idil Biret and she introduces her. This is Idil Biret. She is a very special woman. What is special about her ? ( Teacher elicits some answers) She can play the piano extremely well. (Teacher shows another picture ) In this picture she was only two years old but she was very interested in music. At the age of four, she could play Bach preludes. We call these people as ......... ( teacher waits for the word talent).We can say that she has ................. ( she expects a natural talent). CCQs: have a natural talent: Can she play the piano? –Yes. Is she good at it? – Yes, very good. Can anyone play the piano as well as she do? – No. Is she skillful?-yes Can you learn the music or you have it? – we have it. Teacher models the phrase and makes drills ( WC / girls/boys/ individual) and writes the word on the board shows the linking. When she was eight, she had a chance to go abroad to get education. Instead of chance, we use another word. Do you know it ? ( teacher expects the word opportunity) .She had the opportunity to go abroad. CCQs: Did she have the chance to go abroad? –Yes Did she go abroad?- Yes When you have the chance, you have the opportunity, right? – Right. When you have the opportunity, do you have to do it ? – No. Teacher models the phrase and makes drills ( WC / first half- second half/ individual) and writes the word on the board shows the schwa sound. While she was having education, she only thought about her lessons. She gave her full attention. That’s she ……… ( what’s the verb we us for thinking only one thing and giving our attention ?) She focused on her lessons. CCQs: When you focus on something, do you pay more attention or less? – more When you focus on your lessons, do you only study one thing at a time or more? – one thing at a time. Teacher models the verb and makes drills ( WC / groups/ individual) and writes the word on the board shows the stress. Now he is one of the best pianists in Turkey, even in the world. She is a high achiever. CCQs: Is it a positive or negative thing?- positive If you are a high achiever, are you successful or unsuccessful? – successful If you are a high achiever, do you work long hours or short hours? – long hours Is Tarkan a high achiever? – Yes Is Ajdar a high achiever? - No Teacher models the phrase and makes drills ( WC / girls/boys/ individual) and writes the word on the board shows the intrusion.
The teacher tells the students that she is going to give them to set of cut-outs, one of which is target vocabulary and the other one is their meanings. She tells them to match the cards with their definitions. After they have finished the activity, she tells them to stand up and check their answers by looking at others' answers and she tells them they can change their answers if they think they did wrong matching. After checking, the teacher tells that the answers are outside the class. Go and find the answers and bring them into class. After finding them, they stick all the answers on the board and check their own answers.
The teacher explains that they are going to complete the hand-out with the given verb phrases. She gives them 3 minutes to complete the activity. Students check their answers in pairs. Teacher tells the students that the answers are under the arm of the chair, so that they can check the answers.