Levent Bek Levent Bek

Levent Bek- Teaching Practice 3
Intermediate level

Description

In this lesson, Ss learn about expression to talk about their hopes, dreams and ambitions. Lesson starts with a short introduction of these words within a context.Following a listening activitiy, Ss play a game to practise using the expressions such as "my dream is to, I am thinking of, I've always wanted to". Later, Ss are introduced schwa sound through several pictures. They practise finding the stress and schwa sounds in sentences and finally talk about their own ambitions, dreams and hopes in a group.

Materials

E6f5pntzsi2r7eqdgwl9 indir indir.jpg
Acrzfpaxtdcy3fidxugj life of marie curie Lead-in -Marie Curie
Ltcytprwski8uhimm5ka expressions to talk about hopes dreams and ambitions Expressions about hopes, dreams and ambitions slide
Lum1mikhqbohbcqyqvuj schwa flashcards Schwa flashcards

Main Aims

  • To provide clarification, review and practice
  • The main aim is to introduce and practise some expressions to talk about their hopes, dreams and ambitions.After Ss are introduced the expressions , they go more into detail through semi-controlled and freer-activity. The lesson also aims to draw their attention on the form and pronunciation. The Ss are introduced the sound "schwa" so that they can practise it within the sentences given.At the end, they are expected to create their own sentences using the expressions to talk about their hopes, dreams and ambitions.

Subsidiary Aims

  • The sub-aim is to improve their listening and speaking skills by focusing on the expressions to talk about hopes, dreams and ambitions.
  • To provide practice in the context of Success

Procedure

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

T shows a picture of Marie Curie and asks if they have any idea who she is. T says he is going tell a story about Marie Curie. T reads the story.T elicits information about Marie Curie's life. Did Marie Curie have an easy life? (no) She had a lot of ambitions so what kind of person was she? What kind of word is ambitious , an adjective, verb or noun? (adj) T provides the noun form of ambitious. T aks the WC to repeat the word ambition. T asks males to repeat it. T asks females to repeat it.

Exposure (3-5 minutes) • To provide context for the target language through a listening activity

T says that they are going to listen to Aminata, Eduardo and Elisa talking about their hopes, dreams and ambitions.T asks Ss to match each speaker with a picture.T asks ISQs. Are we listening to Aminata, Eduarda and Elisa? What are they talking about? Aee we matching each speaker with a picture? T elicits the answers and write them on the board.

Highlighting (8-9 minutes) • To draw students' attention to the target language

Ss listen again to Aminata, Eduardo and Elisa and complete sentences 1-8 with a-h. After listening for the first time T asks Ss to change their paper with a partner. Ss listen one more time to peer-check. T takes FB from Ss. T provides the correct answers on a piece of paper..

Clarification (7-8 minutes) • To clarify the meaning and form of the target language

T projects the expressions to talk about hopes, dreams and ambitions. T asks questions such as "do we use infinitive after "one day i'd like to ".T elicits answers and write the correct answer on the board. Do we use infinitive after " i'm thinking of ". T elicits answers and write the correct answer on the board. T asks several groups to repeat the expressions using hand tecnique.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

T divides the C into 3 different groups. T says they are going to play a game. T shows them the expressions to talk about hopes, dreams and ambitions. T lays them face-down on the table. One person from each group comes and picks one of them. He/she writes a full sentence on the board.He/she can also discuss it if any help is needed. The T checks it and if that's correct, another Ss comes from that group. T asks ICQs.The T gives two mins and starts the game. Ss play the game. The group with the most correct sentences win the game.

Introducing schwa sound (4-5 minutes) • to teach the Ss schwa sound

T Shows some flashcards such as water, banana, doctor, teacher etc. T asks Ss to say what it is.T elicits answers and write them on the board. T writes them using phonemic symbols under each and hightlights where the schwa sound is. T asks several groups to repeat the word focusing on the schwa sound.

Focusing on pronunciation • to draw their attention on the schwa sound in the sentence

Ss listen to sentence 1. Ss find out what kind of word are usually stressed and what kind of words often have schwa. T takes FB from Ss.

Finding the schwa sound within the sentences (3-4 minutes) • to make them work in pairs to find the swchwas in the sentences by reading out the sentences.

T asks Ss to work in pairs.T asks the Ss to read and discuss the sentences 2-8 and mark the stressed syllables and schwa sound. T takes FB from the Ss.T provides the answer key.

Pronunciation Practice (5-6 minutes) • To make them listen the correct pronunciation and practise it

T asks the Ss to listen and read the script at the same time. Ss listen and practise saying focusing on the stressed words and paying attention to the schwa sound.

Free Practice (3-3 minutes) • To provide students with free practice of the target language

T says the Ss to work in pairs. Ss talk to their partners about their hopes, dreams and ambitions. They discuss if they can both achieve their ambitions. T takes FB from Ss.

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