Kamal Kamal

Teaching practice #2
Intermediate level


In this lesson, Ss will talk about different methods of communications, learn to express their opinions, speculate about the present and future, and speculate about consequences. They will listen for gist, read for gist, then they will follow up with a speaking exercise, discussing different opinions on the topic.


Main Aims

  • To give Ss practice in speaking for fluency in discussing an issue in the context of banning mobile phones/MP3s in the workplace.

Subsidiary Aims

  • To provide Ss with functional vocabulary that can be used in the speaking exercise.
  • To provide listening for gist and reading for gist exercises.


Warmer/Lead-in (7-10 minutes) • To engage students and set lesson context

T will start the lesson by asking them about their weekend and whether they did anything interesting or not, and then maybe tell them how his weekend went. T shows Ss a photo related to intranet and emails. T asks Ss to work in pairs and write any words that come to their mind when they see this photo. T allocates half a minute for this. T gets some feedback and writes some of their words on the board. T draws more attention to the word email. T asks Ss what words are used with this word, e.g. send, receive, etc. and writes them on the board. T asks Ss whether they are familiar with the word "intranet". T tries to elicit what it means and then explains it.

Pre-reading (8-11 minutes) • To prepare students for the text and make it accessible

T asks these questions " How many of you have an email?" - "Does anyone of you have an email but never uses it?" " Do you use it more for business or to contact your friends?" and gets WC FB regarding this. T puts Ss in pairs. T distributes the reading handout. T draws Ss' attention to ex 1. T asks Ss to do ex1 with a partner. T allocates 3 minutes for this exercise. T asks for FB from some of Ss. T distributes the matching handout. T elicits the instructions. Instructions: Work with a partner and try to match the words on the left with their meaning on the right. T allocates a minute and a half for this exercise. T asks the first pair to finish to come to the board and match them. T gets WC FB on whether they agree or not. T drills the new words chorally and individually. T writes some high numbers that are found in the text and makes sure Ss know how to say them.

Gist reading (6-9 minutes) • To provide Ss with less challenging gist reading

T draws Ss attention to the photo on the left on the article. T asks Ss what they think the article is about. T asks Ss to take a minute to read the article quickly and then answer questions 1, and 2 with a partner. T allocates 4 minutes for this exercise. T asks some pairs for FB.

Pre-listening (2-3 minutes) • To prepare Ss for the listening exercise and predict the contents of the listening.

T distributes the listening and vocabulary handout. T draws Ss attention to the photo on the right. T asks Ss who they think these people are and where they are now and what they are talking about.

Gist listening (4-6 minutes) • To provide Ss with less challenging gist listening

T asks Ss to read Qs 1 and 2 to know what to listen for. T asks Ss to listen to the track and try to write down the answers for these two questions. T asks Ss to compare answers with a partner. T asks Ss if they need to listen to the track one more time in order to get the answer for number 2. If yes, T plays the track again. T gets WC FB.

Vocabulary (3-5 minutes) • To provide expressions related to speculating about consequences

T writes "for" and "against" on the board. T asks a CCQ to check whether they know what they man. CCQ: Are you for or against allowing school children to bring their cell phones to school? T draws Ss attention to ex 4a. T elicits the instructions and does the first one with Ss as an example. Instructions : Work with a partner and decide which of these arguments are for the ban and which are against. T elicits the word "neutral". T allocates 2 minutes for this exercise. T asks the first pair to finish to come to the board the write the answers. T gets WC FB on whether they think the answers were correct or not. T shows the answers on the board using OHP.

Pre-speaking (3-5 minutes) • To prepare Ss for the speaking exercise

T sets the scene for Ss. T tells Ss that he has an invisible "hat". T says that once he puts this hat on, he will transform into the manager of a company called ITI and that Ss are his employees. T takes the role of a manager and then tells S that he has something to tell them. T sticks a sign on the board which says " Cell phones and MP3 players are not allowed in class". T justifies his decision by saying that he has seen many of his employees wasting a lot of time on their gadgets which made him angry. T takes off the hat and tells the Ss that he went back to being the teacher once again.

Speaking (7-10 minutes) • To provide speaking activity which will put the expressions Ss have learnt into practice

T divides the class into four groups. T tells Ss that two of these groups agree with the manager's decision and two do not. T shows Ss useful expressions that can be used to give opinions and speculate about consequences. T asks Ss to work in their groups to write three good reasons why they agree/disagree according to the group they are in. T asks all the students to write the same three reasons after they agree on them in their groups. T asks each S from group A to tell his/her reasons to S in group B so that each S in group A talks to the person who has the same number in group B. T asks groups C and D to do the same. T gets WC FB on who has the most convincing reasons. T concludes the lesson the dismisses Ss.

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