New lesson plan: Teaching Practice 2

AYDA

Teaching Practice 2 - Upper Intermediate level level

Teaching Practice 2
Upper Intermediate level level

Description

In this lesson which is a functional one, Ss' speaking is developed by raising their awareness of how to make generalisations and exceptions. The lesson starts with a Warm up, introducing the topic via a quick speaking task. This is followed by a listening task which presents the functional language in context through conversations. Following, the Language Focus part draws the student's attention to the items of functional language. Finally, comes the Speaking task providing a free practice via allowing the students the opportunity to use the language in a meaningful, real-world context.

Materials

Listening, Language Focus and Speaking Handout

Listening, Language Focus and Speaking Handout

Main Aims

To give Ss' practice in speaking for fluency and making generalisations and exceptions.

Subsidiary Aims

To raise Ss' awareness of and give practice in functional words and phrases for generalising- in general, by and large, etc.-and making exceptions-Not counting, apart from, etc. To give Ss practice in listening for specific information and detail.

Procedure (26-45 minutes)

Warmer (3-5 minutes) • To introduce the topic via a quick speaking task or picture work

The T gets Ss interested in the topic, she uses Warm up ex 1 and 2. If the students need support, she uses some examples of her own. She gets some FB from the students and some ideas on the board as the students will need them for the first listening task.

Listening/Specific information (5-10 minutes) • To present the functional language in context via a conversation or series of conversations

The T tells Ss they will listen to three people doing the same task. Ss listen to check if anyone has the same ideas as them (Listening ex1). Ss check their answers in pairs, then T takes some FB.

Listening/Detail (3-5 minutes) • To present the functional language in context via a conversation or series of conversations

The T focuses Ss on Listening ex2- Ss discuss in pairs to see if they remember any of the answers, then listen to check their answers. Ss check in pairs, then T takes FB ( maybe an answer key- or to the board).

Language Focus (5-10 minutes) • To draw students' attention to the items of functional language

If the time is sufficient the T does both LF ex2 and 3 - if not, it's probably better that the T Jumps to ex2 as they continue the theme of generalising. Ss can do these tasks in pairs or small groups. The T should be ready to deal with any question about meaning or using of the phrases in FB. She can also drill a few of the phrases for pronunciation being sure that her models are natural.

Speaking (10-15 minutes) • To allow students an opportunity to use the language in a meaningful, real-world context

The T should decide before the lesson whether she wants to use Speaking practice A or Speaking practice B. Whichever she chooses, before the Ss speak, they need time on their own to read the sentences or look at the pictures, she chooses one that they strongly agree or disagree with or can make the most generalisations about and then prepares their ideas with examples to support the idea. Ss work in small groups and explain their ideas-their partners should try to find exceptions. The T monitors but doesn't interfere unless communication breaks down-she takes some FB on whether their ideas were the same.