Teaching Practice 3
To learn the past continuous and past simple through guided discovery.
To use a productive skill in order to practice the acquired grammar.
Procedure (40-49 minutes)
I will begin by showing the students pictures of artwork that are famous around the world. I will ask them to discuss the art among themselves. Next, I will give the students a paragraph to read and they will match the paragraph with one of the artworks. While the students are speaking, towards the end of the activity, I will write the first half of a sentence prompt. Once the students finish talking, I will ask them to complete the sentence using the paragraph I gave them earlier. Here, I will lead in to the grammar topic of the lesson.
I will use the sentence that the students have completed on the board and elicit the rule by asking questions such as "Which action happened first? Which is the longer action? Did the two actions happen at the same time? Did the actions happen in the past or present?" I will then ask questions to identify the form of the tense. These questions include identifying the subject, verb etc. Then I will ask the students to tell me the difference of the past continuous with the past simple. Next I will draw a table on the board and ask the students to separate the verbs in the box on page 32 of the coursebook into regular and irregular verbs.Then I will ask the students to tell me the past simple and past continuous forms of the verbs. Next the students will complete ex.2 on p.137 individually and check in pairs. I will write the answers on the board and choose students to mark the correct answers.
The students will complete ex. 3 on p.32 and check in groups. I will monitor and note if there is anything unclear that needs to be revised. Next I will give the students another gap-fill activity which they will complete in pairs. I will elicit the answers by asking the students to write the answers on the board.
I will drill the various pronunciations of certain verbs in the past simple form, focusing on the stress. I will show how based on the endings the pronunciation of certain verbs, change. I will try to give examples outside of the ones found in the book.
As the final activity, I will give the students a picture of a crowded street. Here, every person is numbered and the students will receive one of these numbers. I will write on the board, "What were you doing at 2 o'clock?" The activity is that the students will walk around the classroom ask each other questions and try to find who is who on the picture. I will make sure to tell the students not to tell each other their numbers. They will label each other and at the end of the activity, I will put the students in groups and they will check their answers to see if they were correct in their labeling. I will do this exercise in order to do a productive skill after a grammar lesson. I will monitor and do delayed error correction. If I have time I will choose one of the sentences that the students used and do a back chaining exercise.