Laura Crate Laura Crate

Teaching practice 5 Main aim: Speaking
Beginner level

Description

In this lesson, students will be speaking in the context of their last holiday. The lesson will begin with a PowerPoint slide of images of different types of holidays, from this I will try to elicit some useful language from the students. After eliciting and writing various vocabulary that the students provided on the board, I will provide them with a vocab/collocation matching exercise. Afterwards there will be followed by exercise one, where students will be ticking and crossing the types of holidays that they do and do not like. This will be followed by exercise two, students will be asked to work in pairs to fill in the question gap, one of which I will analyse with them on the board. The HO will include two columns next to the questions to make notes during the speaking task, one for the students to make notes about their answers and another to make notes about their partners answer. The students will then share their partners story with the class. While I monitor the students during the speaking task, I will be making notes of some of their errors, I will write these on the board with a mixture of their correct sentences. The class will then decide which ones need correcting, and as a class we will go through and correct those with errors. If there is extra time, I will also ask students to say which of the holidays of their classmates they would like to go on and why.

Materials

Abc HO 2 - Holiday types check list
Abc HO 1 - Vocab matching
Abc HO 3 - Speaking task questions

Main Aims

  • To provide fluency speaking practice in a conversation in the context of past holidays

Subsidiary Aims

  • To provide clarification and practice of holiday types in the context of conversation

Procedure

Lead in (5-6 minutes) • To generate interest and activate existing knowledge of the topic

The lesson will begin with a PowerPoint slide of pictures of different types of holidays, from these images I will try to elicit some of the useful language from the students and write it on the board to demonstrate spelling and practice pronunciation.

Useful language (5-7 minutes) • To provide and clarify useful language that learners may find useful for completing the speaking task.

I will provide the students with a HO of vocabulary that students must match to their picture definitions. Students will work in pairs to do this. When students have finished they will find the answer keys stuck around the walls of the classroom, where they can check to see if their answers are correct.

Preparing to speak (4-6 minutes) • To generate ideas to speak about

Students will be given a HO containing eight types of holidays, they will tick and cross the holidays that they do and do not like. This is to provide them with some possible ideas that they can use in the speaking task. If any questions or confusion arises, I will address this in whole class feedback.

Speaking task (10-18 minutes) • For students to practice their fluency in conversation in the context of their last holiday

I will start by telling students that they will be talking about their last holiday. I will then write a sample question on the board and analyse it with the help of the students. The analysis will look something like this: Where did you go? = WH Q word + helping verb + Subject + main verb. They will then be given a HO with a series of questions, each missing the past simple verbs that students must fill in, in pairs. When students are finished the full sentences will appear on the whiteboard for students to check. Beside the questions on the HO there are two columns, one for the notes of the student, the other for the notes of the partner. Students will now ask and answer these questions in pairs, making notes in the relevant column. While the students are speaking I will be monitoring and making notes of errors and some interesting correct answers.

Feedback and error correction for the oral task (7-9 minutes) • To provide language feedback based on the task

I will write the answers that I made notes of while monitoring on the board and ask students which ones contain errors and which ones do not. If students don't manage to identify all of the incorrect answers I will try to highlight the errors using my voice, making pauses where the mistakes lie. If students are still having trouble I will point out the errors and encourage them to correct them, if they are unable I will do so and clearly mark and show the correct form. If there is time I will ask students which of their fellow students holidays they would most like to go on and why.

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