New lesson plan: Teaching Practise 3

Denitsa Eneva

Teaching Practise 3 - Beginner level

Teaching Practise 3
Beginner level

Description

In this lesson students will be introduced to possessives in the context of family members. Students will start with a reading exercise which will be completed in three steps. Students will have a speaking exercise in the context of describing family.

Materials

Cards with vocabulary of family members written on them

Family presentation 2

Family pictures

Exercise 1 and 2, page 20, exercise 2, page 109

Cards with vocabulary of family members written on them

Family presentation 2

Family pictures

Exercise 1 and 2, page 20, exercise 2, page 109

Main Aims

To introduce possessives to students in the context of family members.

Subsidiary Aims

To read for gist and practice speaking accuracy using possessives in the context of family members.

Procedure (45 minutes)

Lead - in (6 minutes) • To generate interest in the topic and set the context of the lesson.

Ss will work in three groups for this task. T. gives instruction and the Ss in each group have to match the pictures with the words.

Presentation (10 minutes) • To focus Ss on the TL and to clarify meaning, form, pronunciation.

T. shows on the WB some pictures of brothers and sisters and elicits from Ss the sentences: "Sara and Jane are sisters". "Jane is Sara's sister." and "Tom and Jack are brothers." "Tom is Jack's brother." CCQ: "Is Jack Sara's brother?" After that T. drills with the class "Jane is Sara's sister." and "Tom and Jack are brothers." T uses different kinds of drilling. T shows another picture and elicit the sentence: " They are my brothers" and "This is their university." T elicit : "This is my brothers' university." T shows next slide and elicit : " This is my brother's university." CCQ- T. shows to the Ss different objects from the classroom and asks: "Is this Miray's pen?" Ss answer: "No. This is Hasan's pen".

Controlled practice (8 minutes) • To provide the Ss with controlled reading practice of the TL.

For this task Ss change places and work in pairs. First T. shows the Ss the pictures and explains that Ss have to match these pictures with two texts. ICQ. T. monitors and gives FB. After that T. asks Ss to highlight the 's and is forms in the text. T projects the answers. T. write on the WB some of the sentences and asks for the difference between 's in the possessive form and 's contraction of the verb to be. CCQ: T chooses other sentences from the text and asks the Ss for their meaning.

Controlled practice (8 minutes) • To provide the Ss with controlled written practice of the TL.

The WC participates in this task. T. gives instruction. T. shows pictures to the Ss and tries to elicit the words that are new. Ss write the answers on the board.

Controlled practice (8 minutes) • To provide the Ss with controlled written practice of the TL.

Ss work in pairs. T asks the Ss to write 's in the correct places and gives an example. ICQ. T. monitors. FB - T. asks Ss about the answers and writes them on the WB.

Controlled practice (5 minutes) • To provide Ss with freer oral practice of the TL.

Ss work in pairs. T. gives instruction. Ss will talk about a family member. S A choose asks questions and S B answers the questions about his/her family member. After that Ss change roles.