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Teaching Practice 1
Elementary level


In this lesson, students learn about some new vocabulary related to free time activities, both shared with friends or spent alone. The lesson starts with an introductory diagram and discussion in closed pairs in order to get confident with the topic. This is followed by a flashcard projection by the teacher and a group game during which students match some images and word cards. It is then time to proceed with the coursebook with another short vocabulary matching exercise, followed by a closed pairs speaking session and a listening skill activity based on a radio interview. After playing the recording, students try to find out solutions for two different exercises.


Abc Straightforward Elementary Ss Bk
Abc Word cards

Main Aims

  • By the end of the lesson students will learn some vocabulary about free time activities, using the new words to ask questions and give answers in a speaking skill activity. Moreover they will be able to recognize the same words in a recording during a listening skill activity.

Subsidiary Aims

  • By the end of the lesson students will practice their listening and speaking skills, and the target language of the coursebook unit focusing on Present Simple


Introduction to the topic (6-10 minutes) • To get students interested and familiar with the topic

As suggested in the Tb, I will draw a diagram on the board separating my male friends from the female friends. I will then write two names under each circle. I will point to them one by one, giving the students an example of free time activity that I spend with each of them. I will ask them to draw the same diagram with their own friends, starting a closed pairs conversation.

Illustrating vocabulary with flash cards (3-6 minutes) • Giving a visual idea of the new vocabulary without giving a written form

I will project 15 images showing free time activities. I will elicit students to tell me the name of each activity, repeating that if necessary but without showing them a written form yet.

Matching game in groups (2-5 minutes) • To connect images and spoken form with the written one

I will divide the class in 4 groups. Each group will have half of the two whiteboards available in the class to stick the flashcards and the word cards that I will give them. Each group has the same material: 15 images of free time activities and 15 word cards with the activities written form.

Feedback to the matching game (1-2 minutes) • To know what each group did right or wrong

I will give an answers key handout for each group in order to check the 15 solutions for the game.

Exercise 1 of the coursebook (1-3 minutes) • To repeat quickly the matching game with different images

At this stage I will ask the students to look at the book st page 24 (first briefly eliciting them what is the meaning of "typical" contained in the title). The exercise is very similar to the game, but excluding some of the words that can be chosen (there are 9 activities but only 4 pictures). It will be a short student-centred activity.

Quick feedback (1-2 minutes) • To give the correct answers

I will guide the students to a quick common correction. It should be easy since the activity is very similar to the previous more intensive game.

Exercise 2 of the coursebook (3-6 minutes) • To get the students practicing their speaking skill

I will draw the students attention on exercise 2, reading the questions for them. If necessary, I will elicit the meaning of "alone" contained in question number 2. I will then let them speak in pairs asking and answering the three questions. I will monitor their activity without being obtrusive.

Listening activity (3-5 minutes) • To let the students practice their listening skill

I will read the webpage extract introducing Listening 1 to the students, still at page 24 of the coursebook. We will listen to the recording twice, if necessary. If time, I will stress a little about the pronunciation of men and women, and their respective singular forms.

Exercise 2 of the listening part (2-4 minutes) • To get the students able to recognize some specific words in the recording

I will introduce to the exercise before to start the second listening. In this way I would let the students focus first on a skim listening, then passing on a scan listening.

Feedback to exercise 2 of the listening activity (1-2 minutes) • To let the students check their answers

I will give an open question to the class in order to find out which are the words that where mostly chosen by the students. I will confirm or correct them.

Exercise 3 of the listening activity (1-3 minutes) • To get the students able to recognize some specific information in the recording

I will read the instructions and be sure that they understood the symbols that they should use in the exercise. I will make the students listen the recording for the third and last time.

Feedback to exercise 3 of the listening activity (2-4 minutes) • To let the students check their answers

I will called some random students who offered to answer to share their choice with the class. We will briefly discuss it under my guide. I will confirm the answer or correct it.

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