Dana Dana

Copy of Teaching Practice 3
Beginner, A1 level


In this lesson, Ss learn about personal information through reading and writing activities of Business cards and forms. The lesson starts with a business cards activity where Ss choose the correct options on their handouts by checking 3 business cards in pairs. This is followed by a guided discovery practice where Ss are first expected to match the uses of capital letters with their examples and then write an example for the rules by looking at the business cards in pairs. In controlled practice, in groups, they rewrite some sentences which are written in lower case. Finally, there is a freer speaking activity where they fill in an information form by asking questions to their partners.


Main Aims

  • To provide basic reading and writing practice in the context of personal info

Subsidiary Aims

  • To provide free speaking activity using functional language in the context of asking/giving personal info


Warmer/Lead-in (10-12 minutes) • To set lesson context of personal info and engage students

Show Ss the business cards of Scott, Janet and Lucy (Workbook, pg 54). "These are business cards. This is Scott Davis's business card. This is Janet Richards' business card. This is Lucy Smith's business card." Put Ss into pairs and give each pair a set of business cards. Ask them to look at Scott Davis first. Show the Exercise 1 on WB and do the first one as an example. Ask CCQs, "Look at Scott Davis' card. Is he a teacher? (No) Is he a manager? (No) What is his job? (He is a musician)" Circle 'a musician' on the board and show them the handouts. In pairs, ask them to circle the correct options by looking at the business cards and hand out the materials. "Look at the business cards and sentences. Circle the correct option." When they finish, distribute the answer key, ask them to check the answers together, monitor them and finally elicit the answers. Stick the pictures of Scott, Janet and Lucy on the board and ask them to match the pictures to the people. Elicit the answers (WC).

Exposure (10-12 minutes) • To provide context of capital letters for the target language through a text or situation

Write "nevin durmaz" and "Nevin Durmaz" on the board and ask Ss which one is True/False (they are familiar with the meaning of True/False statements) and elicit the answer. With a coloured board marker elicit the capital letter. Show the handouts, give the instructions clearly and ask them to match the uses of capital letters to the examples. While they are working, monitor them and help if necessary. Finally, show the answer key on WB and ask if they have any different answers. Show them the third exercise and ask them to write examples from business cards next to the uses (they need to use their business cards again). Do the first one together: "Find me a title on your business cards." Elicit the answer, write it on the board: Mrs (Card B) and hand out the material. Let them do the rest in pairs. Monitor and help them if necessary. Stick the answer key on WB and ask them to come and check the answers.


Put Ss into groups of 4 and make them sit together. Give each group an envelop in which there are some sentences written in lower case. Ss take it in turns to take one sentence from the envelope and add the capital letters to it, and rewrite the sentence. (There is an extra sentence in the envelopes in case there might be an early finisher.) Do the first one together. Show an envelope, take out the first sentence (is benetton an italian company?), write it on WB and correct it together, elicit the answers. Then give the envelopes to Ss. Monitor them while they are working, help if necessary and finally distribute an answer key to each group. Ask them to check the answers in groups. Answer questions if they have.


Give each S a Park Hotel registration form. Ask them to stand up and find a different partner. Ss ask each questions on the form to their partners, get the answers and fill in the form accordingly. Once they finish, they find a different partner and introduce the personal information on their form by making full sentences. Meanwhile, monitor Ss to give delayed correction. After Ss finish the activity, write at least two mistakes on the board and ask them to correct the mistakes.

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