Simge Meral Simge Meral

Teaching Practice 8
Pre-intermediate level


In this lesson the students will have receptive skills including listening activities and speaking part as a sub aim. Students will discuss some questions about being parents. Then, they will have listening activities for gist and specific information. Lastly, they will have a speaking activity about problems. They will talk about problems and give advice to their friends.


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Main Aims

  • To provide gist and detailed listening practice using a recording themed 'sleepless nights' in the context of being parents

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of problems


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students in the context of 'sleepless nights'

- Find out which students in the class have children - Have students work in groups -Try to organize the groups so that each group includes people who have children and people who don't - Tell a story about being parents to activate their schemata - Ask the students discuss the questions in groups -Ask students to share their ideas with the class -Find out what students think is the best age to have children

Pre-Listening (6-7 minutes) • To prepare students for the listening activity

-Show the students a picture of a family -Elicit how the class think Vicky and Martin feel -Show the students the chart and give them time to read 1-8 in the table. - Ask the students whether Vicky and Martin talk about the features on the paper or not to demo

While-Listening #1 (7-8 minutes) • To provide students with less challenging gist listening task

- After the students guess whether Vicky and Martin have these features or not, ask them to listen to the record and tick the things Vicky and Martin talk about - Check your instruction - After listening, have the students check their answers in pairs - Give visual feedback

While-Listening #2 (6-7 minutes) • To provide students with more challenging detailed listening task

-Ask the students work in pairs -Give your instruction -Tell the students to decide who said sentences 1-7, Vicky? or Martin? - Play the recording again - Have the students check the answers in pairs after listening - Give visual feedback

Post-Listening (15-16 minutes) • To provide with an opportunity to respond to the listening activity and expand on what they've learned

- Give your instructions for the activity and give a demonstration of it - Introduce a problem for the class -Collect the pieces of advice from the students highlighting 'You should/shouldn't .........' or ' Why don't you ............ ?' as a useful language on the board - Monitor the students

Flexi Stage (5-6 minutes) • To provide free speaking activity in the context of problems

- Ask student work in the groups of three -Ask students to think about problems in their life. - Show them some ideas to use - Give an example after the instruction -Ask students to write six sentences about problems in their life -Ask the students tell the other students about their problems and give advice with 'you should/shouldn't..' and 'Why don't you..? ' -Ask the students what the best piece of advice other students gave was

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