New lesson plan: Teaching practice 8 Main aim: Speaking

Laura Crate

Teaching practice 8 Main aim: Speaking - Beginner level

Teaching practice 8 Main aim: Speaking
Beginner level

Description

In this lesson students will be learning and practising the meaning of various signs that they may come across in reality. The lesson will begin with a PowerPoint slide containing images of fifteen different signs, I will elicit from the students where they may perhaps come across some of the signs and what some of them mean. Then Ss will be given a matching exercise, where they can match each sign with the definition to check their understanding. Followed by a listening exercise where Ss will hear a sentence from eight conversations, each relating to a different sign, students will choose which sign belongs with which sentence. When students have completed this exercise I will provide the transcript on the board and ask them to peer check. Then I will underline some of the key phrases they can use for the next stage and try to elicit an extra or two from the Ss themselves. Ss will now be asked to work in pairs to create a conversation that references a sign. This will lead to each pair getting up and acting out their conversation to the class, who have to guess which sign they are referring to. During the performances I will note some incorrect language to write on the board at the end, which we will correct as a class during feedback.

Materials

HO 2 - Listening, choosing sign for each sentence

HO 1 - Sign matching

HO 2 - Listening, choosing sign for each sentence

HO 1 - Sign matching

Main Aims

To provide fluency speaking practice in a roleplay using conversation in the context of signs

Subsidiary Aims

To provide clarification and practice of language used in conversation in the context of signs

Procedure (36-50 minutes)

Lead in (6-8 minutes) • To activate students existing knowledge of the topic and generate interest in the theme

The lesson will begin with a PowerPoint slide containing fifteen images of different signs, from the images I will try to elicit where you can find these signs and their meanings. Throughout this I will also test the Ss pronunciation and work on it where it is needed, along with the stress and the form.

Useful language (10-16 minutes) • To provide and clarify useful language that learners may find useful for completing the speaking task.

First Ss will be given a matching exercise that they will complete in order to test their understanding of the words. After they completed this they will peer check before checking their answers against the answer keys spread around the walls of the classroom. If there were any words that Ss found particularly difficult I will cement their understanding with CCQs. This will be followed by a listening exercise where students will listen to eight sentences from different conversations, each relating to a different sign. They will have to choose the correct sign for each sentence. When Ss have finished they will then be asked to peer check before I put the transcript onto the board. Here we will have WCFB and I will underline phrases that the Ss will be able to use in the conversations that they produce. I will also try elicit a couple of other phrases that Ss could use in the next stage.

Preparing to speak (7-10 minutes) • To provide an opportunity to prepare ideas for the speaking task

Students will be put into pairs, I will then explain to them that they are to create a conversation to reference one of the signs, however they must not use the actual word of the sign. I will tell them that they can be as dramatic and creative as they like, and that they will be performing them to the rest of the class who will have to guess which sign they are acting out. Ss will be assigned signs by picking them out of a bag at random, this will ensure that they don't just choose a sign that they are comfortable with. They will be split up around the room so that they can prepare without the other Ss hearing them. I will prepare some extra signs for the Ss that finish quicker than the others so that they can prepare another one and not sit idle. While Ss are working, I will monitor to correct errors and answer any questions that the they might have.

Speaking task (8-10 minutes) • For students to practice their fluency in conversation in the context of signs

Having produced the conversations in the previous task, Ss will now get up and perform them to the class, who will try to guess which sign they are referring to. While Ss are performing I will note some of the mistakes for the feedback stage. When all of the students have performed I will ask whose performance was the most entertaining.

Error correction on the oral task (5-6 minutes) • To provide language feedback based on the task

Here I will write some of the incorrect statements that I noted down from the previous task on the whiteboard and will correct them with the help of the students. I will also work on any extra pronunciation errors that occurred and congratulate the class on their performances.