New lesson plan: TEACHING PRACTICE 7

OZLEM OVEN

TEACHING PRACTICE 7 - ELEMENTARY level

TEACHING PRACTICE 7
ELEMENTARY level

Description

The teaching practice 7 is mainly focusing on grammar, and the sub aim is speaking. Superlatives will be taught within the context of the longest bus ride-Ozbus through guided discovery. The lesson starts with the question "What do you remember about Ozbus?" for a smooth warm up.

Materials

HO 1 (Reading Text)

HO 2 (4A)

HO 6 (Exercise Cards)

HO 3 (4B)

HO 4 (Ex.7.2A)

HO 5 (7.2B)

HO 1 (Reading Text)

HO 2 (4A)

HO 6 (Exercise Cards)

HO 3 (4B)

HO 4 (Ex.7.2A)

HO 5 (7.2B)

Main Aims

To provide clarification of superlatives in the context of longest bus ride-Ozbus

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of longest bus ride.

Procedure (45 minutes)

Warm up & Lead In (5 minutes) • The aim of the stage is to make a smooth entry to the grammar topic "superlatives" by using the grouping activity.

Ask "What do you remember about Ozbus?" Discuss in your pairs/groups for 2 minutes. O/C F/B. Group ss by their height. Ask them all to come to the board. Stand near one student and ask ( "Who is taller ? Me or Kadir?). Let them ask each other (Are you taller than me? I am taller than Sedef. Sevcan is shorter than Fatme, etc.), and arrange themselves accordingly. Write on board the superlatives "tallest", "shortest" while arranging them, and ask if they know what they are. Try to elicit "Who is the tallest?" "Who is the shortest?" Give the grammmar word "SUPERLATIVES".

Guided Discovery #1 (5 minutes) • The aim of the stage is to introduce the new topic by refering to the context, the longest bus ride.

Hand out HO1(Reading Text) if they don't have it from the previous lesson. Hand out HO2 (ex. 4A). Ask them to fill in the gaps with the suitable words from the text. Pair check. W/C F/B

Guided Discovery #2 (3 minutes) • The aim of the stage is to direct the students towards the usage of the new grammar topic. By this way they will understand the form.

Ask them to look at the text again, and underline the superlatives. Pair check O/C F/B

Guided Discovery #3 (5 minutes) • The aim of the stage is to elicit the form of the TL.

Hand out HO 3 (4B). Elicit the form. Elicit the first one as an example. Ex: great-greater-greatest (the+adj.+est) Ask them to fill in the rest. Pair check & check with the answer key.

Controlled Practice #1 (10 minutes) • The aim of the stage is practising the TL for accuracy.

Deliver HO4 (Ex.7.2A) First the ss fill in the gaps with superlatives. Stick the adjectives on board, and the superlatives outside. SS grab the superlatives, and stick them near the correct adjectives, and check their answers with this.

Controlled Practice #2 (Optional) (5 minutes) • The aim of the stage is further practising the TL for accuracy.

Hand out HO5 (7.2B). Ask the students to fill in the gaps with the suitable form of the adjectives. Work in pairs. Check with the answer key.

Controlled Practice #3 (7 minutes) • The aim of the stage is drilling for accurate pronounciation.

Stick the exercise cards on board ( What's / wet/place?- What' s /hot / place?-What's / beautiful / city?-What's / dangerous / animal?) Ask the ss to form questions. Drill the whole sentence.

Speaking (5 minutes) • The aim of the stage is speaking for fluency to practice the TL.

Ask the students to discuss the questions they have formed in the previous activity (in stage 6). Ask one student "What is the hottest place in Turkey?" Ask the ss to discuss the other questions in their groups. Listen for delayed feedback.