New lesson plan: Teaching practice 1

Yousra Laghrissi

Teaching practice 1 - i level

Teaching practice 1
i level

Description

By the end of the lesson, Ss will be able to recall their experiences with cultural differences and practice their receptive skill by listening for gist and specific information to a person called “Frederico” who’s sharing his personal experience related to intercultural context. Furthermore, Ss will work on their productive skills by writing 5 sentences using different given expressions. Last but not least, they will share their ideas through a discussion of various cultural aspects that are relevant to where they come from.

Materials

Jungdr6qtruq840kybf6 multicultural picture

Visual

Main Aims

To provide clarification and practice of lexis to talk about change in the context of intercultural experiences.

Subsidiary Aims

To give practice in listening for gist and specific information for fluency.

Procedure (40-40 minutes)

Lead in (3-5 minutes) • To introduce the lesson and make the context of the lesson interesting for the SS.

T chooses a picture from google images. Have the projector ready to display the picture on the WB. T elicits information from the SS. Where do you think these people are from? Do you enjoy meeting people from different countries? Why? Possible answers: Exchange different cultures, views, opinions, traditions, beliefs, food and language.

Stage 1 (discussion) (3-4 minutes) • Elicit from SS their personal intercultural experiences. (Ex: 1)

T provide SS with colored papers to join their groups or pairs depending on the number of SS. T project the questions on the WB. T provide SS with few minutes to discuss the questions and jot down some notes. T allow SS to peer check their answers. T provide a WC feedback.

Stage 2 (5-5 minutes) • Listen for gist (Ex:2)

T projects a picture of a person called "Frederico" on the WB. T elicits information from the picture by asking questions: What's this person name? Where is he from? Where do you think he is in the picture? Why do you think he was there for a year? T provides instructions and check SS understanding by asking CCQS Who's speaking? What is he going to talk about? T passes out listening HO's for SS. T plays the listening script. Peer check and provide WC feedback.

Stage 3 (5-7 minutes) • Get SS listen and discuss comprehension questions (Ex: 3)

T provides instructions of the listening activity. T check if some of the students still remember information from the previous listening. T plays the script for the second time T allows SS to peer check and provide a WC feedback.

Stage 4 ( Listen for details) (5-7 minutes) • Listening practice for specific information. (Ex: 4)

T provides instructions and elicits possible answers from SS before the listening practice. T displays the script and encourages SS to take notes. T allows SS to peer check and provide WC feedback.

Stage 5 (5-5 minutes) • To practice using vocabulary and relevant language in context (Ex: 5)

T provides instructions to SS. T passes out the HO's and let them discuss the questions in GW / PW. T allows peer check and provides WC feedback. T elicits rules and checks SS understanding of the grammatical patterns "used to" and get "used to" T chooses 2 sentences from the box to demonstrate the meaning and practice pronunciation.

Stage 6 (productive skill) (7-7 minutes) • To develop SS writing skills (EX:6)

T provides instructions and demonstrate her personal experience about related topics in ex:6 using "got used to" and "used to". Examples: I wasn't used to go shopping in KSA because shops closed at each prayer time for 40 min. I got used to eating with chopsticks when I go to a Japanese restaurant. T provides some time for SS to complete the ex individually. T monitors and provides help when necessary. T allows SS to check their answers with their partner. T takes some general feedback.

Stage 7 (productive skill) (7 minutes) • to practice speaking (Ex: 7)

T provides instructions. T provides meaning of some lexical chunks and words T allows few moment for SS to think individually about the Three questions. T puts students in groups, monitors and take notes for any errors.