Donia Donia

Donia, Teaching Practice 5
Elementary (A1) level


In this lesson, students learn about how to use past simple when they want to talk about the news. The lesson starts with a listening activity which has a gist and a detail listening activity. Then, the teacher highlight the functional language and the students have some controlled and freer practices about what they've just learned.


Abc Fill the table handout
Abc Speaking hanout
Abc Pictures
Abc Matching handout
Abc Gap-fill handout

Main Aims

  • Functional Language for talking about the news

Subsidiary Aims

  • Listening to provide gist and detail information


Lead-in / Building context (1-2 minutes) • To generate interest in the context of the the text or listening

The teacher shows the pictures of the news that students had in the previous page (P58) and asks the students what can they remember from the news. Students discuss the question in pairs and then, the teacher gets feedback from the class.

Gist Listening (2-3 minutes) • To get the general idea of the audio content

The teacher asks the students to listen to four conversations about the news and asks them to match each conversation to the pictures. The students work in pairs to check their answers and the teacher gets feedback from the whole class.

Detail Listening (3-4 minutes) • To pick out specific information about the listening

The teacher asks the students to do exercise 7b which is for the students to listen again and match the sentences 1-6 to responses a)-f) . Students listen to the track again and do the exercise individually and then, they check their answers in pairs. The teacher puts the answers on the board so that they can check their answers again.

Highlighting Functional Language (6-8 minutes) • To highlight the functional language so that learners are focused on it

The teacher writes two different sentences on the white board: 1. Did you hear about the car accident? 2.Did you read about the fire in the city? The teacher asks the students whether these sentences are news or not? The teacher elicits the answer from the students. Then, the teacher asks CCQs: 1.Is it about the past or present? (Past) 2.Is it about something important (big) ? (Yes) Then, she underlines the "Did you hear" and "Did you read" parts in the sentences and tells the students that when we want to talk about the news, we use these phrases.

Clarifying Functional Language (6-8 minutes) • To make the meaning, the pronunciation and the form clear so that the students understand it, know how to say it and know how to construct it

The teacher asks the following questions about the same sentences which are on the white board. Meaning: 1.Are we talking about the past or the present? (Past) 2. Is it something important? (Yes) Form: The teacher elicits the formula of the model sentences from the students and writes it under each sentence. Pronunciation: The teacher drills the model sentences which are on the board in order to get the students know the stressed parts of the sentences.

Controlled Practice (5-7 minutes) • To focus on using the language accurately

The teacher asks the students to do exercise 8a which is a gap fill exercise. Students check their answers in pairs and then, the teacher gets feedback from the whole class. Teacher pre - teaches the word "surprising" by using a facial gesture. Then, the teacher asks the students to do exercise 8b which is to fill the table with the responses a)-f) in exercise 7b. The students do the activity individually, then they check their answers in pairs and the teacher asks the students to come to the board and write the responses in their correct column.

Freer Practice (7-9 minutes) • To provide freer oral practice and use the language productively

The teacher divides the class in two groups. Then, she gives a same handouts to the groups. On the handouts, students have different news. The teacher tells the students that they have to tell the news to their partners and their partners should response in a good, bad or shocking way. (Depending on the news) The teacher can also re-pair the students so that they can have a new partner.

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