Askhat Askhat

Teaching Practice 1
Upper-Intermediate level


In this lesson, students will learn What clause through the context of collectors and the things they collect.


Main Aims

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

Subsidiary Aims

  • Listening for gist and detail in the context of collecting


Warmer (5-7 minutes) • To set lesson context and engage students, as well as provide the opportunity for vocab related to collection.

T starts with an anecdote to engage interest. T tells students about the Children's book that he collects from different countries in different languages. Then asks students if they know someone who collects anything. Students tell their partner about it and then receives feedback from a few pairs.

Pre-Listening (5-7 minutes) • To prepare students for the text and predict what the kind of content they are likely to hear

T provides pictures of the items in the textbook and have students name them. T will explain "garden gnomes" and "panini" separately.

Listen for gist (5-7 minutes) • To provide students with a gist task in order to get the general idea of the audio content

T gives handouts with listening exercise 1. Students pair check and then check whole class.

Listen for detail (7-10 minutes) • To provide students with more detailed listening task in order to pick out specific information

T informs students that they will now listen to the track again, but this time, they will listen more closely. T shows students handout with a set of questions about the text. Using the first question as an example, the T writes it up on WB and elicits the important words in each one. T hands out the worksheets. Students look at the handout and underline the important words. They then check with a partner while T monitors to make sure all students are ok. T plays the track for the second time. Students listen and make notes of their answers. In pairs, students check their answers and discuss the reasons.

Focus on Language (5-7 minutes) • To explain the What clauses

T will show the transcript of the listening on WB and ask students to select what-clauses from the reading. Students will compare what-clauses with regular sentences and elicit the difference in meaning. T models the sentences out loud with emphatic pronunciation to guess the difference more easily, if they don't get it right away.

Controlled practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T provides instructions for the task before distributing the HO. Students individually, rewrite the sentences beginning with what before checking their answers in pairs. T projects the answer key on the board.

Freer practice/Personalization (4-6 minutes) • To ensure that students understood the what clause function and able to use it in practice

T asks students to think about what they discussed at the beginning of the class. T asks students to talk to their partner sayings things that they like, dislike, or want using what-clauses.

Freer practice (10-12 minutes) • To provide students with less-controlled practice of the target language

T explains that students are going to play a game where they make sentences with what and expressions with thing. T divides the class into pairs. HO one worksheet to each pair. Tells students that their aim is to (1) make true statements about their life and opinions using what clauses and (2) win the game by getting a line of four squares in a row.

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