New lesson plan: Teaching Practice 6

Mehmet

Teaching Practice 6 - Elementary level

Teaching Practice 6
Elementary level

Description

In this lesson, students learn about the past simple: be (positive, negative and question) in the context of the Jason and Matt's birthday party. The lesson starts with a picture of Jason's family and friends at his birthday party. This is followed by clarification and practice of past simple: be form. The lesson ends with an information gap activity in which students share information about themselves.

Materials

Coursebook

Hand-outs

Powerpoint by the teacher

Coursebook

Hand-outs

Powerpoint by the teacher

Main Aims

To provide clarification of the past simple: be (positive, negative and question) in the context of the birthday party.

Subsidiary Aims

To provide students with practice in speaking for accuracy and fluency

Procedure (34-46 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show the picture on the WB and ask three students about the the birthday party there. Students discuss the question in pairs for two minutes. Whole-class feedback. Elicit some answers from different partners, but do not give the answers here.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Deliver the handout1 and tell students to read and check if their ideas are correct. Get some answers from students Give students the handout2 and ask them to read and decide the sentences are true or false. Model the instructions on the WB. Students work individually. Students check their answers with their partners. Students' nomination

Highlighting (2-4 minutes) • To draw students' attention to the target language

Project the answer key on the WB to highlight the target language in bold.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Continue with the and provide CCQs (CCQs are in the grammar analysis page) and a timeline to clarify the meaning. Elicit answers from students. Ask student to make questions out of the sentences Elicit the answers Deliver the form of the target language and project on the WB. Ask students to complete the gaps with appropriate words. Write the form on the WB. Model and drill the sentence chorally and individually. Write the target language on the WB mark the stress and use an arrow to show the intonation for the question form.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Give students the handout3 and tell them to circle the correct options. Students work individually for three minutes Monitor and help as necessary Students check their answers with their partners. Put the answer key on the wall Students stand up and check their answers Whole-class feedback takes place.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Deliver students the handout4 and ask students that they will write questions with you. Model the instructions by giving the first one as an example. Students work individually for three minutes. Monitor carefully and help as necessary. Give the handout5 as the answer key. Deliver the handout6. Tell students to write their answers first. Students stand up and ask questions to their partners and another student and take notes. Monitor genuinely and take notes on students' good use of language and mistakes Whole class feedback takes place. Get some answers from different students Give delayed feedback on students' good use of language and mistakes If time, students talk about their partners answers.