Gizem Akdemir Gizem Akdemir

Teaching Practice 6
Elementary level

Description

In this lesson, students learn about the past form of the verb “be” in the context of famous people. The lesson will start with a discussion of famous teachers in history. This is followed by an exercise based on was/were which aims at getting students to think of the correct option. The answers are checked by a whole class to elicit the input from the students. During controlled practice stage, the students are asked to complete a gap-filling exercise. They check the answers in pairs. The teacher gives students ‘language summaries’ to get them to read the information individually. This is followed by a semi-controlled activity which encourages the students practice of the target structure. During freer practice stage, the students are asked to complete a personalized task. In the end, the teacher takes feedback from students and does error correction.

Materials

Abc Pictures
Abc Pictures of famous Turkish people
Abc Pre folded handout

Main Aims

  • To provide practice, review and clarification of the past form of the verb "be" in the context of famous people

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of famous people

Procedure

Warmer (4-6 minutes) • To set lesson context and engage students

Post the pictures of famous teachers in history. Ask Ss to check the pictures and guess who they are. Give some clues about their jobs. Ask "is Newton a popstar?", "is Einstein a soldier?" After eliciting the answers, write the famous teachers' names on the board.

Grammar (5-7 minutes) • To get students to recognize the difference between "was" and "were"

Give students the HOs and ask them to choose the correct form in ex.1. Ss are asked to work indiviually. After the task, ask them to compare their answer in pairs. Check the answers as a whole class. Ask CCQs to check the form. Ask "can I use 'is' ?" , "is there any difference between was and were?" After eliciting the answers, write the form on the board.

Controlled Practice (7-8 minutes) • To prepare students for the target structure

Ask Ss to check the ex.2 Give them a few minutes to fill in the gaps with the appropriate form. Give the answer key and ask them to check in pairs. Don't make an explanation for this stage. Give the 'language summaries' and ask students to read the information individually.

Semi-Controlled Practice (7-10 minutes) • To get students to use the target structure

Divide the class into two or three groups. Give Ss some pictures of famous Turkish people. Each group is given different pictures with key definitions and phrases (e.g. born in İstanbul , rock star) Give an example before the task. Ask them to make a sentence about each celebrity (e.g. Ajda Pekkan was a superstar) In the end of the activity, one student from each group reads a statement for the other group. Each group tries to guess if the statement is true or false. .

Freer Practice/Personalization (10-15 minutes) • To provide students with freer practice of the TL through a personalized task

Teacher writes a date and a city's name on the board. She explains that the date and the city have a specific meaning for her life. After eliciting the answer, say "I was born in İstanbul". Give more examples if needed. Ask students to work in pairs for the same activity. Each student writes his/her personal information (e.g date, name or city) and tries to guess what the information is about by saying "You were .... " Teacher monitors the students and takes note of the common mistakes. In the end of the lesson, teacher does error correction.

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