Wafaa Alahmad Alyousef Wafaa Alahmad Alyousef

Teaching practice 2
beginners level

Description

In this lesson, students will be introduced to a reading text. They will focus on grammar about verbs to be (positive and negative. They will also listen to contactions and do some more exercises.

Materials

Abc some copies of the text pasted on the wall and students move around the classroom to find answers.
Abc True and False exercise to introduce the text
Abc "Fill in the gap" exercise.
Abc stickers on a peice of paper with (isn't, aren't- 's, 're- etc) for students to choose.
Abc A photo of (Sally and Dan) posted on the board to introduce the text.
Abc Many flashcards for ('re, aren't)
Abc Audio CD track 3.3 (Face2Face starters, Unit 3A. Cambridge University Press)
Abc Choose the correct answer exercise (scanning)
Abc Sentences with (+) or (-) to be filled with ('re) or (aren't)
Abc "Fill in the gap" text to practise reading and verbs to be

Main Aims

  • Grammer

Subsidiary Aims

  • Listening & Reading

Procedure

pre-teach reading (5-7 minutes) • Learn about new vocabulary for pre-reading skills.

T sets a context of Movempik hotel which is near the ITI to explain some new vocabulary -T elicits the words -T writes the new vocabulary on the board -T Says the words and ask students to repeat

Introducing the reading text (2-3 minutes) • to engage Ss in the lesson

-T has a photo of Sally and Dan on the board -T asks Ss some questions about the photo to elicit some answers, so they will be familiar with the text

Scanning (5-8 minutes) • To ask Ss to read the text and find answers.

-T hands out T/F questions to students -T pastes some copies of the text on the walls of the class. -T asks students to find answers of the questions in their hands -T asks Ss to check the answers in pairs.

While-reading (3-4 minutes) • to revise the adjectives and their opposites

-T checks with Ss the answers and elicit the adjectives and their opposites -T writes the adjectives on the board

Grammar clarification and practice (5-8 minutes) • To introduce verbs to be (plural): positive and negative

-T uses the photo of (Sally and Dan) again to ask some questions using verb to be and elicit the answers. ex. Sally and Dan are in a small hotel (True or false) We are in a hotel now (true or false) -T writes some examples on th WB -T hands out one sentence to every student (each sentence has a sign of (+) for positive and (-) for negative. - ('re and are'n't) flash cards are pasted on the board and every student has to go the board one by one to get the gap in his sentence filled. Then, S reads his full sentence in front of others

Listening (3-5 minutes) • To highlight the contractions and listen for details

-T asks Ss to listen and fill in the gaps (T can play it again, if necessary)

Productive skill (5-7 minutes) • To focus on grammar

-T hands out a text with gaps to be filled with verb to be forms. - T hands out stickers with choices of verbs to be -T asks Ss to work in pairs to choose the correct answer and stick it on the text -T feedback with WC

Post-reading (3-4 minutes) • scanning the text to look for specific information

-T hands out questions with choices -SS work individually to choose - Ss work in pairs to check their answers.

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