Ayça Alabay Ayça Alabay

Teaching Practice 5
Intermediate level


In this lesson students will practise listening for detail within the context of describing a dramatic event. Students will also practise their newly learnt vocabulary to describe a dramatic event as in the listening exercise.


Abc Gap-fill handout
Abc pictures taken from the book
Abc True/ False handout
Abc chart

Main Aims

  • To provide listening for specific information practice by using a text about describing a dramatic experience

Subsidiary Aims

  • To provide accuracy in speaking by practising telling stories in the context of describing a dramatic event


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show some pictures from a slide ask the students "what is happening?" Students answer: She hurt herself, he felt down, etc. Ask what do you think we will listen about? ( accidents, dramatic experince)

Pre-Listening (guessing the context) (4-5 minutes) • To prepare students for the text and make it accessible

Show students the first picture taken from the book ask: Who do you think this is? (the main character, a little girl) How old do you think she is?( she is 9,10 or maybe 11) What is this next to her? ( a surf board) What may happen to her? (she may fall down, she may hurt herself, she may ski down from the stairs) Where is she in the second picture? (on stairs, in her living room) Who is that next to her? ( another little girl, her friend) Show the second picture and ask: Who is she? (Megan) Where is Megan now? (In a bed, in a hospital) Who is this next to her? (her mom) Does Megan look fine? (yes) Is she dangerously hurt? (no) What does her mom do? (reads her a book)

While-Reading/Listening #1 (6-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give students the handout number 1. Say read the sentences and circle the correct answers while listening. ICQ: What do you do first? (read the sentences) When do you circle? (after listening) Give them a chance to listen twice. Give the text if it seems necessary. Once students finish listening ask them to check their answers with their partners. Class Feedback: Ask students to give the answers. Answers are: 1.T 2.T 3.F 4.F 5.T 6.T 7.F 8.T 9.T

While-Listening #2 (6-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give students handout number 2 tell them to listen again and fill in the blanks with the correct expressions from the box. ICQ: How do you fill the blanks? (with the words from the box) When do you fill the blanks? (while listening) Group feedback: When students finish listening tell them to check their answers with their partners Class feedback: Elicit the answers from the students, write them on board, check for pronunciation Answers: 1. know, 2. find out, 3. realised, 4. remember.

Post Listening (1-2 minutes) • To provide students with an easy after listening activity to let them respond to text

Ask students "What do you think Jane is reading to Megan?" ( a story) "If you were Jane what would you tell your daughter?"

Post-Listening (task: telling your own story) (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Say you are going to describe an experience, it can be a natural event or an accident you had. Give the chart they will fill. Give students a few minutes to think and put them in groups of two and tell them to take turns to tell their stories. Give them the chart and ask them to fill while their friend is telling. Give them five minutes to complete this stage. When students finish telling their stories ask them to tell their partners' stories to class. Ask students which story did they find the most interesting.

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