miray ateren miray ateren

Teaching Practice 2
Beginner level

Description

In this lesson, Ss practise the subject pronouns "I/you/we" and possesive pronouns "my/your/our". They learn to use them in the context of talking about possessions by playing games and doing other activities.

Materials

Abc Lead-in- A bag, personal items collected from the class.
Abc Pre-Teach Grammar - Global Beginner Course Book, Macmillan, Pickering&McAvoy, p.14
Abc Pre-Teach Grammar2 - Global Beginner Course Book, Macmillan, Pickering&McAvoy, p. 14
Abc Presentation Stage- Global Beginner Course Book, Macmillan, Pickering&McAvoy p. 106
Abc Controlled Practice - Global Beginner Course Book, Macmillan, Pickering&McAvoy, p. 15
Word games Oral Controlled Practice- A board game on TL adapted from the internet

Main Aims

  • To introduce Ss to the subject pronouns I/you/we and the possesive pronouns my/your/our in the context of talking about possessions.

Subsidiary Aims

  • To practise oral accuracy by playing a board game using the TL.

Procedure

Lead-in (3-5 minutes) • To generate interest in the topic

* T collects number of personal objects from the people in the room and put them in a bag so that Ss can't see. * T let Ss choose an object. * Ss guess who it belongs to. * If Ss have difficulty in using the TL language and guessing who it belongs to, T helps them by asking "Is it yours?". * After guessing Ss give the items back.

Pre-teach Grammar (3-5 minutes) • To provide students with controlled written practice of the TL

* T shows sentences from the exercises p. 14 as a powerpoint page on the board and underlines the pronouns. * T. gives the sentences from p. 14 to Ss individually as cards and asks students to put the sentences into two groups. * Ss come to the board one by one and stick the sentences to correct group. * T. helps Ss if they fail to decide which group each sentences goes to.

Presentation Stage (7-10 minutes) • To practise the subject pronouns (I/you/we) and the possesive pronouns (my/your/our) M/P/F

* T. writes two example sentences on the board " I'm Miray." and "My dog's name is Yağmur.", underlines the pronouns and draws a line between them. * T. gives the second set of sentences to Ss and asks Ss which sentence go into which group of words. * Ss come to the board and sticks the sentences. * T asks Ss to repeat them. * T. elicits a few more sentences with both bits of TL by asking Ss to make their own sentence. * Each student say a sentence. T. asks which group it belongs to. Ss give their answers.

Controlled Practice (7-10 minutes) • To provide students with feedback on errors made in the presentation stage

* T gives HO of fill in the gaps activity to Ss. * Ss decides if it should be a possesive adjective or a subject pronoun. * T. monitors the Ss. * T. asks the Ss. to check their answers with their partner. * T gives students FB by showing the answer key on the WB and helps them if there is a problem.

Oral Controlled Practice (10-15 minutes) • To focus Ss on TL, to practise TL and to clarify M, P, F

* T puts the Ss group of 3-4 and gives the boardgame about TL and a dice to each group. * T explains the rules (Roll the dice - move to the space and give the answer) on the board. * T clarifies the meanings of "Start - Finish- Move Ahead 3 Spaces - Super Skip Move Ahead - Oh No! Go back - Move Ahead 2 Spaces - Oh No! Go back to Start on the WB. * Ss. play the game with in their groups. * T. monitors them while they are playing and helps them if they need it.

Back-up (5-7 minutes) • to FB

* If the Ss finish the activities earlier than expected, T. asks Ss to write 4 sentences about themselves and highlight (underline) the subject and possessive pronouns there. * Ss exchange their papers and check eachother's answers. * T. gives FB

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