New lesson plan: Teaching Practice #3

Kamal

Teaching Practice #3 - Intermediate level

Teaching Practice #3
Intermediate level

Description

In this lesson, Ss are introduced to the usage of “so” and “such” through guided discovery based on a listening exercise about a life-changing event. The lesson starts with the listening exercise which will contain the marker sentences, then followed by some sentences from previous lessons which are about the same grammar point. Ss then are asked to complete sentences about themselves using the addressed structure, then they learn some expressions used with “so” and “such”, and the lesson ends with Ss telling their partner a personal story using the addressed structure.

Materials

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Tapescript.pdf

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Tapescript.pdf

Main Aims

To provide clarification of the use of "so" and "such" in the context of life-changing situations and events.

Subsidiary Aims

To provide a listening-for-gist exercise.
To provide fluency speaking practice in a story-telling exercise in the context of life-changing moments.
To provide clarification of the use of expressions related to "so" and "such" using recycled sentences.

Procedure (42-61 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Ss are shown a photo of an old lady using the internet. Ss are asked to describe what they can see. T asks: What is she doing? How does she feel? Why do you think she is happy?

Pre-listening (3-5 minutes) • TO prepare Ss for the listening exercise and make it accessible.

Ss are given HOs. Ss are asked to look at ex 1. Ss are asked to write one sentence individually speculating on what might have happened to Sylvia that caused her life to change. Ss compare their sentence with their partner and see which one they agree with more. T gets some FB from some pairs.

Gist listening (5-7 minutes) • To provide Ss with less challenging gist listening

Ss look at Qs in ex 1. T elicits the instructions. Instructions: Listen to the track and answer Qs 1-3. Ss listen, then compare answers with their partner. Ss receive a copy of the tapescript to check their answers and to know exactly what was said.

Introducing grammar (8-10 minutes) • To provide clarification for the grammar point

Ss are shown the four sentences from ex 2 on WB. Ss look at sentence 1. Ss are asked to read it and match it either to 1 or 2. Ss are asked to do the same with 2-4 with a partner. Ss are given 1 minute for this exercise. T asks for FB from some Ss. Ss are divided into groups of three. T draws Ss' attention to ex 2b. Ss are asked to discuss the answers for the two questions in their groups. Students listen to the track to check. Some Ss come to the board and write the answers to the two questions. Ss are asked whether they agree or not, then provided with correction if needed.

Concept Checking of the grammar (5-7 minutes) • To check whether students are able to use the target language correctly.

T draws Ss' attention to ex 3. T elicits the instructions for the exercise. Instructions: Work with a partner and decide where to put "so" and "such" in these 6 sentences. T does the first sentence with Ss as an example. Ss are given 3 minutes for this exercise. Fast finishers are asked to come to the board and do one sentence each. Ss are asked whether they agree or disagree, then T provides correction if needed.

Practicing grammar (6-9 minutes) • To put the things that students have learnt into practice.

Ss are given a second HO. Ss are asked to look at ex 4. T reads the first sentence and completes it as an example. T elicits the instructions. Instructions: Complete sentences 1-6 about yourself. Ss are asked to read their sentences to their partner. T asks some Ss whether they can remember any of their partner's sentences.

Vocabulary (3-5 minutes) • To provide expressions related to the grammar point

T draws Ss' attention to 5a. T elicits instructions from Ss. Instructions: Work with a partner and replace the underlined words with the expressions in the box. T does the first sentence with Ss as an example. Ss are given 1 minute for this exercise. The first pair to finish is asked to come to the board and write the answers. T checks answers by asking for FB then provides correction if needed.

Pre-speaking (2-4 minutes) • To prepare students for the speaking exercise

Ss are asked to to turn the HO over. Ss are shown the sentences from ex 5a on the board. Ss are asked to try to remember the expressions. Ss are shown a photo about moving house and are asked to describe what they can see.

Speaking (8-10 minutes) • To improve students' fluency by providing them with a speaking exercise

T draws Ss' attention to 6a then 6b. T elicits the instructions. Instructions: Think of something very important that has happened in your life. Use ex 6b to help you think of things to say. Write some key words to help you remember. When ready,SS do ex 7 in groups of three. T asks different groups to decide which one of them has the most exciting story.