Alara Melike Şamlıoğlu
TP7 - Elementary level
TP7
Elementary level
Materials
Main Aims
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To provide clarification of mountain, ocean, forest, volcano, lake, and desert in the context of natural features.
Subsidiary Aims
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To provide accuracy speaking practice in a conversation in the context of natural features vocabulary.
Procedure (40 minutes)
The teacher greets the students first and shows three pictures. She asks what they see in the pictures, and gets WC feedback (1 min). Then she asks them to discuss with their pair if they like being in nature or not (2 min). The teacher nominates some students to get answers (1 min).
The teacher gives a worksheet to the students. They are to discuss what they can be, and write words for the pictures as a pair (5 mins). The teacher reminds students not to use their mobile phones. ICQ: Are you working alone? (No) After 5 minutes, the teacher nominates students to write their answers on the board. After that, she asks students to flip the paper.
The teacher shows the pictures of the target vocabulary one by one and asks CCQs and drills after each word. She asks for the form of the words (there are nouns). She drills chorally and individually according to the students. In the end, the teacher shows each picture on one slide and asks students to repeat each word. She does it chorally by eliminating one each time, and she wants students to say it without her saying them. Later, she chooses some students to say the name of each picture.
The teacher asks a couple of students to change seats, flip the handout given priorly back and check/change their answers individually (2 minutes). Then, check them with their pair (1 min). Later she nominates students to come to the board and correct the mistakes in the answers on the board.
The teacher distributes a crossword handout for the students to complete. They complete it together with their pair (5 min.) Later the teacher nominates students to write their answers on the board.
The teacher gives students a paper written with one of the target words on it. She makes them work in pairs and asks students not to show the paper to their partner. The students get up and need to describe the word to their partner without saying the word itself. After each of them finds the words they find someone else to do the same. In the end, if the teacher finds errors in students' pronunciation, she drills that word chorally again.
