New lesson plan: Teaching practice 8

Yuliya Mochalova

Teaching practice 8 - B1 level

Teaching practice 8
B1 level

Description

This lesson will set the context to the following lessons. Students will practice their listening skills while watching a video about tea. The lesson will start with the discussion on the world's favoutite beverage. Then the students do some pre-listening tasks on deduction and background knowledge. After that they will watch the video and do several tasks

Materials

pre-listening ex 2.docx

cut-ups ex 5.docx

Asv8ab7qxa6bmpojockn ex 4, 6 while listening

ex 4, 6 while-listening.docx

ex 4 anwer key.docx

pre-listening ex 2.docx

cut-ups ex 5.docx

ex 4, 6 while-listening.docx

ex 4 anwer key.docx

Main Aims

To provide deduction and specific information listening practice using a text about world's favourite beverage in the context of food and drink

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of beverages
To provide deduction reading practice using a text about world's favourite beverage in the context of food and drink

Procedure (41-48 minutes)

Lead-in (4-5 minutes) • To set lesson context and engage students

Start the lesson by telling the Ss about my favourite beverageElicit the meaning of beverage. Use CCQs "Is beverage a food or a drink? A drink. Is it some special kind of drink or any drink? Any drink. Is water a beverage? No" Ask the students what their favorite beverage is. Then put them in pairs to discuss their favourite drinks

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

Put Ss in pairs and have them do ex 2 and complete the facts about tea from the words in the box. Elicit the meaning of the word "supreme". Use CCQs : If something is supreme, is it important? Yes. Is it just important or the most important? The most important Tell students to listen for these specific information in order to check their answers and not to try to understand every single word. Then watch the video and check their answers. Then have Ss come to the board one by one and complete the gaps.

While-Listening #1 (14-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Put Ss in pairs, Give the Ss HOs with ex 4 and have them complete the questions with the words in the box. Elicit the meaning of the word "staple" by giving examples like "The Japanese staple food is sushi. The staple food for people from my country, Kazakhstan, is horse meat."Then use CCQs "Is staple food important food or not? Important Is it important for a group of people or just one person? for a group of people Is it consumed on special occasions only or is it basic? basic" What is the staple drink for Turkish people? tea . Project the answer key. Then give students the strips of paper with answers from ex 5 and ask them to match the answers to their questions. Ss work in pairs. Then watch the video again and check. After that ask one student the first answer and then tell him to nominate the next student to check the next match.

Post-Listening (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Put Ss in pairs. Give Ss ex 6 and ask them to remember what they saw in the video and answer these 3 questions. WC feedback

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Say that 3 most popular beverages are coca cola, coffee and tea. Put Ss into groups and assign each group one drink. They need to think of the reasons why their drink is the most popular (even if they don't agree with this opinion) and prepare a little speech in order to persuade their peers that their drink is the best. T monitors. If there are many mistakes, delayed FB by eliciting the correction from Ss