Donia Donia

Donia Ghelichi, Teaching Practice 2
Upper-Intermediate, B2 level


In this lesson, students will learn some lexis about collocations with "get" . They also practice listening for gist and fluency. They will be shown a picture of a dog helping a blind man and they have to discuss the questions in exercise 1. Following this, they have to listen to an interview with a trainer of guide dogs for the blind and they have to decide which of the 8 questions in exercise 2 does she answer. On the next play through, in exercise 3, they have to answer the questions in exercise 2 to get more detailed information about the track. Finally, students will discuss the question in exercise 4 which is "Would you like to be a guide dog trainer? Why or why not." For the vocabulary part, students will do exercise 1 which is to read some extracts from the interview and answer some questions about them. Next, the students will do exercise 2 for controlled practice. Finally, for some freer practice, they do exercise 4 which is to discuss a question. (Would you like to be a guide dog trainer? Why or why not?) .


Abc A set of questions handouts
Abc Extracts
Abc A handout text
Abc A picture

Main Aims

  • Vocabulary -- practicing collocations with get

Subsidiary Aims

  • Listening for gist and fluency


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

T shows a picture of a dog which is helping a blind man to get off from a train and asks students to discuss two questions in their groups: 1)How does the dog help the man in the photo? 2)In what other ways do dogs help people?

Pre-Teach Vocabulary (4-5 minutes) • To make the task (here its listening) work

keeper: T says I work at the zoo, I feed the animals, I clean their cages, I'm a ....? and tries to elicit the word from the students. T writes the word on the board with its part of speech and phonetic form. the bubble burst: T says what can we say when there was a sudden change from one state to another? and tries to elicit the word. If the students cant say it,T says the word,it goes on the board,drills it and give the phonetic form. breaking-in period: T says I had a dog years ago,at first he didn't know how to do things and it used to bother me a lot, but now, it breaks-in period and does everything correctly. T asks the meaning of the word from the students and tries to make the students guess it. Then T drills the word,it goes on the board and the phonetic form. gel together: T simply gives the synonym:get on with each other or T shows 2 different pictures,one of them is man who is yelling at his dog and the other one a lady who is having fun with her dog and using these pictures, T can show the difference and convey the word.

Gist Listening (6-7 minutes) • To get the general idea of the audio content

T tells students that they are going to listen to an interview with a trainer of guide dogs for the blind. She focuses the students on exercise 2, asks the students to listen and tell which one of the questions does she answer. Then, students check in pairs and T gets the feedback.

Detailed Listening (7-8 minutes) • To pick out specific information

T focus the students on exercise 3 and tells them that they have to listen again and answer all of the questions in exercise 2. Then, the students check their answers in pairs.

Post-Listening (3-4 minutes) • To discuss the content of the listening text and provide own thoughts and opinions.

T asks "Would you like to be a guide dog trainer? Why or why not? " . Students talk in their groups and give their opinions about it.

Focus on Language (2-3 minutes) • Learn about new collocations and using them actively

T focuses the students on exercise 1 on page 23 and have them complete it. The students check their answers in pairs and then the whole class together.

Controlled Practice (7-8 minutes) • Learners practise new language in a limited form

T focuses the students on exercise 2 on page 23. T says: replace the verbs in italics with a different verb or phrase from exercise 1(a-f). Students do the task, pair check and then, whole class feedback

Freer Practice (6-8 minutes) • Involves learners producing language using the target language.

T gives students a text which they have to rewrite it by replacing the word got and making any other necessary changes. Students will check their answers in pairs and then, the whole class feedback.

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