New lesson plan: Teaching Practice 4

Rana

Teaching Practice 4 - A2 - Elementary level

Teaching Practice 4
A2 - Elementary level

Description

In this lesson students will practice their reading skills in the context of places (i.e. cities and neighborhoods), and transfer that practice into speaking while working on their vocabulary. First, sts in groups look at pictures and say what they can see. Then they look at the words on the second page and match those words to the pictures. During FB, I elicit the answers; model and drill sts on the correct pronunciation of the words. Test again, showing flashcards. Then I set the context of the article, introduce the characters, and ask the sts to read the text quickly and find out where Jose Luis and Lawrence live. They peer check their answers, then WCFB. Next task is set. They read again, to answer some questions about the characters. While they are working I write some adjectives with their opposites that we will use in describing places on the WB, then monitor the sts. Peer-check, then WCFB on the detailed reading questions. To prepare the sts for the final activity, I say that 'I like New York because it is an exciting city. Yes, a little crowded and noisy, but it is very nice. I do not like villages because they are boing.' Then I tell them to think of two places; a place they like and a place they dislike. I ask them to talk to each other about those places. They're told that they can use the adjectives on the board in their conversation.

Materials

No materials added to this plan yet.

Main Aims

To give sts practice in reading skills (skim/gist reading and reading for detail).

Subsidiary Aims

To give sts practice speaking about places and provide essential vocabulary that would enable them to do so.

Procedure (33-44 minutes)

Lead-in / Vocabulary (4-5 minutes) • test sts’ prior knowledge of certain words

First, I write on the WB 'Places in a City' and elicit some words from the sts. Then, the sts in groups look at pictures and say what they can see. Then they look at the words on the second page and match those words to the pictures. Peer-check.

Feedback and drilling (4-5 minutes) • to make sure the sts get the meaning and correct pronunciation

I elicit the answers for word/picture match from sts, Then I show flashcards and ask the word; model and drill sts on the pronunciation.

Pre-reading (1-2 minutes) • to set the specific context of the reading

I give an example from my life (I live in Cyprus, but I work 3000 km away, in Istanbul, 2 days a week). Then I say, 'Claire lives in Istanbul and works in Istanbul. She lives in Tophane but works in 4 Levent. I ask some of the students where they live and where they work. Then I introduce the text and say 'this is an article about Jose Luis and Lawrence. I want you to read it quickly to see where they live and work.

Reading for gist (4-5 minutes) • to give sts practice with skimming skills

Sts are given three minutes to read the article and find where Jose Luis and Lawrence live & work (gist task). They peer check their answers, then we quickly go over them as WC.

Reading for specific information (7-8 minutes) • to develop sts skills at reading for a specific task + provide a context and model for target language

Set the task: They read again to answer some questions about the characters. While sts are working on the reading task I write some adjectives with their opposites that we will use in describing places on the WB, then monitor the sts. After 5-6 minutes: Peer check.

FB & drilling - Focus on useful language (3-4 minutes) • to prepare the sts for the final activity and to introduce the adjectives they could use in describing places

WCFB on the detailed reading questions. We also go over the adjectives on the WB. Do meaning check and pronunciation drill.

Post-reading activity (10-15 minutes) • To provide students with free practice of the target language

To prepare the sts for the final activity, I say that 'I like New York because it is an exciting city. Yes, a little crowded and noisy, but it’s very nice. I don’t like farms because they are boring.' Then I tell them to think of two places; a place they like and a place they dislike. I ask them to talk to each other about those places. They're told that they can use the adjectives on the board in their conversation.