English Lesson Planner | Teaching Practice 6

Raees Calafato

Teaching Practice 6 - Giving News - B2 level

Teaching Practice 6 - Giving News
B2 level

Description

In this lesson, students learn functional language, specifically giving and responding to good and bad news. The lesson starts with a lead-in where the teacher asks the students to match a bunch of images to conversations via an audio clip. The students then note down the conversation number where they have heard relevant target language. This is followed by sentence stress practice and then students move on to controlled practice of the target language via a gap-fill activity. Finally, there is freer speaking practice where students use what they have learnt in the lesson to do some role-play.

Materials

Main Aims

To provide gist and specific information listening practice in the context of giving news
To provide review and practice of language used for giving news

Subsidiary Aims

To provide fluency speaking practice in a role-play in the context of giving news

Procedure (54-70 minutes)

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

The teacher gives out pictures A-G on p. 74 and p.75 and elicits Ss' ideas about what is happening in the pictures. The teacher then plays an audio clip, asking the Ss to match the conversations to the pictures. Ss check their answers in pairs, after which the teacher hands them an answer key for the activity.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss work in pairs to write down the good news and bad news for each conversation from the audio clip. If the Ss appear unsure, the teacher plays the clip again. The teacher then elicits Ss' answers and asks them to summarize each situation.

Highlighting (5-7 minutes) • To draw students' attention to the target language

The teacher gives Ss a handout with TL phrases used in the audio clip. The Ss are given 2 to 3 minutes to read the phrases and remember which ones were used. The teacher plays the audio clip and Ss are asked to mark the conversation numbers next to the phrases on the handout as they hear them. The teacher then hands the Ss an A/K for the exercise.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher writes the first phrase from activity 4A, plays the recording and marks where the stressed syllables are. Ss then listen to the rest of the recording and underline the stressed syllables. They then check their answers in pairs. The teacher then elicits Ss' answers.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The teachers hands the Ss the gap-fill handout (activity 6 from p.75 in the SB) and they complete the activity alone. Ss then check their answers in pairs and are then handed an A/K by the teacher.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss listen to the recording and mark the stressed syllables. They then check their answers in pairs. The teacher then elicists Ss' answers. The Ss are then asked to listen to the recording again and this time mark which sentences use a higher voice. The teacher elicits Ss' answers. The teacher then has the Ss practice saying the phrases in pairs in preparation for freer speaking practice. The teacher checks for accuracy.

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

Ss are put into A/B pairs and each S is given a few minutes to read their role and think about what they are going to say for activity 8A. The teacher briefly reviews the TL, specifically the FL used in activity 6 and 4A. Ss practice the dialogue in pairs. The teacher monitors and notes down any errors/good language for delayed F/B.

Free Practice (Flexi-stage) (6-8 minutes) • To provide students with free practice of the target language

Students are asked to do this activity in pairs. They are given a minute or two to come up with three pieces of good and bad news to tell their partner. The Ss then take turns responding to each other's news using TL learnt in activities 4 and 6 as reference. The teacher monitors the students and takes notes on production for delayed F/B.