Student Teachers weird
Advanced level

Description

A demonstration lesson for student teachers with the topic of "Weird" using must have, can't have, might have,may have, could have leading to a story telling production / presentation.

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice of must have, cant have, might have, may have, could have. in the context of Weird and wonderful

Subsidiary Aims

  • To provide fluency speaking practice in a Discussion about weird photographs and using the target language of Must have, cant have etc in the context of Weird and wonderful
  • To provide product practice of a Vocal story presentation using the pictures provided in the context of Weird and wonderful

Procedure

Weird (3-5 minutes) • To set lesson context and engage students by providing a visual and word prompt

Project "Weird" on the board. Elicit from Ss what the word means ... What is weird? Show weird and normal photo, Hands up if you think picture A is weird? Hands up if you think picture B is weird? Discussion why is Picture A weird? Round the room what did you think about the picture?

Exposure to might have, can't have etc (6-8 minutes) • To provide a model of Language to be used in tasks throughout the Lesson and end productive task

Ss match the beginnings and end of sentences Ss are given strips of paper with a beginning and end in pairs Ss match beginning with the end FB. Ss then feedback on the board write up their endings.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss are given the words "could have, might have" etc on cut out pieces of paper. Picture and example text is projected. (Demo) Ss are given the printed "Weird Pictures" Ss discuss in groups of 4 (1 picture per SS, 1 for WG discussion) using words given Feedback: A picture and a person are chosen to give an example from their picture, any incorrect sentences written up for group correction

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Ss use the photos and words to talk about their picture with a partner. Ss then choose three of the pictures in pairs to create a story, Ss take notes. Ss then present their verbal stories to class.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Tt Takes notes of any incorrect use of language as Ss present Tt then writes mistakes and some good examples of sentences on the board Tt Nominates Ss to come to the board and change any errors to WG

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