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Teaching Practice 5
Pre-Intermediate level

Description

In this lesson, students will improve their receptive (listening) and productive (speaking and writing) skills through a task in the context of a weekend break "hotels". Students will be encouraged to use language creatively through pre task activities, task planning, report and review activities.

Materials

Abc pptx. a hotel and problems pictures
Abc Exercise, putting events in order, Straightforward St. Book
Abc video
Abc pptx pictures of a few hotel problems
Abc Listening track, CD 1.40- Straightforward St book
Abc Matching activity sentences taken from the listening
Abc Audio script, CD 1.40 Straightforward St. Book

Main Aims

  • To encourage students to use language creatively through pre task activities, task planning, report and review activities in the context of a weekend break "hotels".

Subsidiary Aims

  • To improve students receptive (listening) and productive (speaking and writing) skills through a task in the context of a weekend break "hotels".

Procedure

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

* Sts watch a video called "Nasty Hotel Room" without its sound. * Ss look at the funny picture of a hotel and speak about the answer of the question "Would you like to stay here?" * Ss look at the pictures and decide what problems they might be..

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

* Before listening, Sts guess which of the problems the people in the listening text had. * 1- Ss listens to the radio show called "Holiday Programme". Before they listen, they are divided into 2 groups and given different colured papers and told "Listen carefully because at the end of the lesson, you are going to write your own hotel experience." * Sts find out which of the problems they had. * 2- Ss listens to the audio again to put the events in order.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

* Sts listen again and find the match of the sentences taken from the dialogues in their groups. * Groups change their places and compare their answers. * Ss go back to their place and check their answers from the key given by T. * Sts are given full script of the text and they read it within their groups, first individually then taking roles in them. * Sts analyse the text because they are going to prepare a dialogue like this.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

* Sts start preparing their dialogues on their coloured papers. T. monitors them closely but doesn't intervene. * Sts finish the preparation, practise it within their groups. * Sts make two copies of the dialogue.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

* Two sts from each group go to the other group and tell them about what they have prepared as a group.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

* DEC

Language Practice (8-10 minutes) • To provide students with practice of the task language

* Finally Sts share the roles with their friends in the group and act it out - whole class. * Sts put their dialogues on the wall.

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