Yuliya Mochalova Yuliya Mochalova

Teaching practice 4
Elementary A1 level

Description

This lesson continues with the same context as the previous lessons, but moves to practice of the vocabulary and grammar presented in these lesson. It also allows for speaking practice and personalisation of the target language. The teacher doesn't specifically need to cover MFP, but needs to check Ss are clear about how to make questions, etc. It would also be a good idea to drill some of these before Ss move into the main speaking activity.

Materials

Nds9bmcrxw3bshwy9jiv gap fill questions gap fill questions.docx
Kz8e5iuspa7gaui4jxoq clark, r., redston, c. et al. (2005) face2face elementary teacher’s book, cambridge p 143 Clark, R., Redston, C. et al. (2005) face2face Elementary Teacher’s Book, Cambridge p 143.docx
T520hmsomhjdqqvjmrdw clark, r., redston, c. et al. (2005) face2face elementary teacher’s book, cambridge p 143 cards Clark, R., Redston, C. et al. (2005) face2face Elementary Teacher’s Book, Cambridge p 143 cards.docx
Gmtnghswryc6idxwhzvt survey questions survey questions.docx
Lhqtskr1ruoqyyye7f6q daily routine photos daily routine photos.docx

Main Aims

  • To provide fluency and accuracy in the context of daily routine

Subsidiary Aims

  • To provide practice for Present Simple questions

Procedure

Lead-in (4-7 minutes) • to set lesson context and engage students

A teacher shows some photos of people doing everyday activities, reviews the daily routine vocab and drills Present Simple questions

Controlled Practice (8-10 minutes) • To focus on accuracy of form and pronunciation of functional language, personalisation

Teacher gives students worksheet with a mingle activity. Students walk around the class and ask each other questions given in the HO. The goal is to ask one person no more than 1-2 questions. So students will have to interview several people. Teacher walks around and monitors.

Feedback and error correction (3-5 minutes) • to provide feedback on students' use of the language

During previous activity teacher writes down some mistakes that students made. Now elicit the correction. Drill some more if necessary

Freer Practice (8-10 minutes) • To focus on accuracy of form and pronunciation of functional language

Put students in pairs and give out the cards, place them face down on the desk. A student picks up a card and shows the prompt written on it to the partner. A partner asks a question using prompts, the first student answers it. Teacher monitors the activity

Freer Practice (8-10 minutes) • To focus on accuracy of form and pronunciation of functional language

Put students in pairs and give HOs. Students ask questions about daily routine with the help of the prompts given and their partner answers. Early finishers can start practicing the target language by saying affirmative sentences that they got. Teacher monitors

Feedback and error correction (3-5 minutes) • to provide feedback on students' use of the language

Write down some mistakes that students made during the previous activity. Elicit the correction from students. Drill if necessary. Praise the correct use of the language

Controlled Practice (5-8 minutes) • To focus on form

If time. Divide students in 2 teams. Project 2 sets of sentences with gaps. Students discuss the correct answer and run to board to fill in the gaps. Whoever fills in all the gaps correctly first is the winner.

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