Yasemin Salem Yasemin Salem

Teaching Practice 1
Upper Intermidiate level


In this lesson, students will be introduced to the 'what clause' through the context of 'collecting'. A handout will be given that will include pictures of collection items, transcripts of the listening exercises, and practice exercises. The class will be broken down into 4 stages: - speaking activity, where they will discuss collections they or someone they know might have - Listening Activity, the students will listen to 5 example collectors. Part 1: The students will work out what they are collecting as it is not specified in their speech, pictures will be displayed of the collection items. Part 2: The students will listen to the collectors again and match specific questions to their speeches. - Grammar, the 'what clause' will be explained and a series of examples will be given. - Practice, from the handout, the students will be asked to complete the practice questions where they will rewrite sentences in the what clause Should there be enough time, I would also like the students to go through the transcripts of the collectors and underline the what clauses for each paragraph.


Abc Handout
Abc Speaking Activity Handout = What I love about....

Main Aims

  • To introduce students to the 'what clause' and have them practice within the context of collecting.

Subsidiary Aims

  • Listening for gist and detail in the context of collecting.


Warmer (2-3 minutes) • Introduce the Ss to the context of collecting.

T will start with an anecdote to engage interest in the subject of collecting. The students will be informed of collections the T has/had participated in or of a collection that someone else has/had such as antiques, post cards, etc. The Ss will then be asked if they or someone they know indulges in collections. The Ss will be paired and asked to discuss collections which will then be followed by feed back from a few of the pairs.

Pre-Listening (2-3 minutes) • To clarify that the Ss are familiar with the collections that are relevant to the audio examples they will be listening to.

The T will provide present pictures of the various collection items that will be discussed in the Audio stage. The T will ask the class to explain what each of the items are. Some of the items may need to be explained, ie. garden gnomes or badges.

Listen for Gist (8-10 minutes) • To have the Ss listen to the audio examples and complete an exercise.

The Ss will receive a transcript of the audio examples so that they may follow along with as they are listening and a handout which will have all the images as well as exercises. They will be asked to complete exercise one of the listening portion, where the Ss will be match up the images to the relevant Audio example from the transcript.

Listen for Detail (8-10 minutes) • To get the students to focus to the details of the audio examples and complete an exercise.

The Ss will be asked to complete exercise 2. The exercise is a list (a through h) of details taken from each of the audio examples. The Ss will, with the assistance of the transcripts, will match the correct detail to the correct example. This will be followed by feedback.

Focus on Language (10-12 minutes) • Introduce the Ss to the 'what clause'

The 'what clause' will be presented to the class. The T will provide examples comparing 'what clauses' with regular sentences and focus on how they are different. The T should model the sentences out loud with emphatic pronunciation in order to assist the students in differentiating them from regular sentences. The T will then present examples of 'what clauses' from the transcript.

Controlled Practice (2-3 minutes) • Ss will practice their newly learned skill

Ss will be asked to complete exercise 2 from the grammar section where they will be asked to convert regular sentences into 'what clauses'. This will then be followed by feed back

Freer Practice/ Personalization (2-3 minutes) • To get the students to practice use of the 'what clause'.

The Ss will discuss with their partners things that they like, dislike and want using the 'what clause'. This will be followed by feedback where the T will ask for a few examples.

Freer Practice (3-4 minutes) • Further practice for the use of the 'what clause'.

The students within their pairs will have freer practice in the 'what clause'. Each pair will receive a handout between them to play a game called 'What I Love About...' The students will take turns making 'what clause' sentences from the words or phrases of the handout. The object of the game is for the students to make a row of four squares.

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