New lesson plan: Teaching Practice 3

Sebastian

Teaching Practice 3 - Upper-Intermediate level

Teaching Practice 3
Upper-Intermediate level

Description

In this lesson, students learn about collocations with "big" and "great" based on a short reading text about a present for a special occasion. The lesson starts with a discussion about great things that have recently happened to the students. Then, the students will read a short dialogue with gaps they'll have to fill. We will go over the answers while explaining the MFPA of the lexis the students have the most questions about. Afterward, some controlled practice through choosing the correct answer task. To end with a free practice via a discussion in pairs about some questions and conclude with the Delayed Error Correction.

Materials

Slides

Task 1 Form

Task 2 Form

Slides

Task 1 Form

Task 2 Form

Main Aims

To practice and revise collocations with big and great in the context of special occasions

Subsidiary Aims

To provide gist reading practice using a conversation about a present for a special occasion.
To provide fluency speaking practice in a conversation in the context of great things that happened.
To provide pronunciation practice around collocations with big and great in the context of special occasions.

Procedure (37-50 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students with the subject

The teacher will start the lesson by showing a question on the screen: "What’s something GREAT that has happened to you?". The teacher will talk about their own experience to then pass the question on to the students. If there aren't volunteers, 2 or 3 people will be nominated to talk about their answers.

Test #1 (10-12 minutes) • To gauge students' prior knowledge of the target language

After the lead-in, the teacher will show the students a text of a conversation with some gaps. They will have to select between "big" or "great" to fill each blank space. They will do the first one as an example with the teacher. Then they will check in pairs in the breakout rooms. In pairs, the students will also have to talk about what the meaning of each phrase means and why they think the answer is "big" or "great". Finally, the teacher will tell them the answers.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

In this stage, we will go over the answers the students have questions about, and we will go over their MFPA (also appropriacy, since some collocations are informal). Also, there will be a slide with a circular graphic the students will have to give examples to fill. This way, they can visually categorize the collocations with big and the collocations with great. Besides, as they are mentioning the examples, the teacher can quickly check for them to elicit the meaning, review the form, do some drilling for pronunciation, and mention if the collocation is informal or neutral.

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

For the second test, the teacher will show 10 sentences and the students will have to pick between big, great, or both. They will have 2 minutes to complete the Form (they will be displayed if there are students that can't access the Form) and then they will peer check in pairs. To end this stage, the teacher will give them the answers and ask if they have any questions.

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

Finally, the students will have a speaking activity where they will talk to each other in pairs about three questions that the teacher will show. They will have 3 minutes to talk with their first partner, then the teacher will send a message that the pairs will shuffle, and they will have to talk about the three questions with their new partner. To end the lesson, we will go over some mistakes that the students made and also highlight some good use of the new language.