ayoub ayoub

Teaching practice 6
Elementary level


In this lesson, students will get the chance to enhance one of their receptive skills, listening. Before that, the teacher will set context for the theme of the lesson (travelling) by showing the students an actual map, a passport, a suitcase, a hat, a flight ticket and some money. The reason behind using this technique -realia- is to activate the students' schemata. After he shows them all the items, the teacher tries to elicit the word travel, which students are likely to find out easily, and then tries to elicit the phrase travel essentials which tends to be more challenging. Once done, the teacher moves to the next stage which is about listening to put photos in order. The teacher gives instructions and give students a general view of what they are going to listen to. He then sets the task and uses ICQ's to make sure students have understood. Once they are done, the teacher gets feedback from students and moves to the next stage. The students listen to the same recording but this time they need to listen for specific information and tick the words and expressions they hear. When they finish, students are asked to check answers with their partners then the teacher asks some volunteers to come to the board and write their answers. After this stage, students read some information about Canadian tourist destinations then move to the second exercise where they need to discuss in pairs some questions. After this, the teacher paves the way for the next stage by pre-teaching some vocabulary that they are supposed to use in exercise 3. Once the meaning, form, and pronunciation are clear for students, the teacher asks students to write about their last holiday using the phrases they learnt. After they are done, they need to talk to their partner about their last holiday. The last activity is a freer one. The teacher will stick pictures of some favourite tourists' destinations, and ask the students to work with their partners and tell them which place they would love to travel to and why. The teacher gets feedback from the students and wraps up his lesson.


Abc Realia

Main Aims

  • The main aim of this lesson is to practice listening for gist as well as specific information.

Subsidiary Aims

  • The sub aim is speaking. Students are encouraged to speak about places they would love to travel to.


Warmer/Lead-in (6-7 minutes) • To set context for the lesson and activate students' schemata

Before he starts his lesson, T greets students and creates rapport with them. He elicits couple words using realia. First he shows students money, then a passport, a camera, then a map, then a suitcase. The order of these tends to be from easy to difficult. After he shows them these items, the teacher asks students what do we usually need them. Students will most probably utter the word travelling or travel. After the teacher elicits the first word which tends to be easy, he asks the students what do we call these things. He tries to elicit the phrase travel essentials. If they can't think of it, the teacher will go ahead and tell them.

Listening to put pictures in order (6-8 minutes) • The aim is to get students to activate their listening skills.

The teacher sets the task in a clear way by telling students that they are going to listen to a recording where two speakers are talking about their holidays in Canada and that they need to put the photos in exercise one in the order they hear. It's important that the teacher points out that there is one extra photo. After the recording is finished, students check with their partners and then the teacher gets their feedback.

Listening for specific information (6-8 minutes) • The aim is to get students to listen for specific information.

Students will listen to the recording for a second time but this time with a different task in mind. Students need to listen and tick the information they hear in exercise 2.There are exactly twelve words and expressions and students will need to listen carefully to tick the right ones. Once done, they are encouraged to check with their partners then the teacher asks some volunteers to come to the board to write their answers to help other students to to correct their mistakes.

Pre-teach Vocabulary (4-6 minutes) • The aim is to teach some vocabulary items that students will be using later on

The teacher uses OHP to display some phrases. He then chooses some phrases and tries to elicit their meaning. He clarifies the meaning and form of the chosen phrases or words then does some drilling to help students with pronunciation. Once all the selected vocabulary items are covered, the teacher moves to the next stage of the lesson.

Semi-controlled practice (6-8 minutes) • To work on my sub aim which is speaking.

By this stage, students will have worked enough on their listening skills. Therefore, students are encouraged to work on one of their productive skills, speaking. To do so, the teacher asks them to talk to their partners about their last holiday using some of the phrases the teacher have selected for them. Students are encouraged to use as many as they could. After they are done, the teacher asks some pairs to share their stories with the rest of the class to help them feel more courageous to speak in front of other people.

Freer activity (7-8 minutes) • To help students work more on their productive skills

After working on their receptive skills, it is always appropriate to include some productive skills in the lesson. My last activity is a free one which works on both skills listening and speaking. This is mainly because students will work in pairs, one students talking and the other listening and vice versa. The teacher will stick some pictures of places that are believed to be the most favourite tourists' destinations. Students will be then asked to pick one destination that they would love to travel to and talk to their partner about why they would love to go there. After they are done, students are encouraged to share their feedback with the rest of the class. At the end of the lesson, the teacher thanks the students and allow them to have a 10 minutes break.

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