Zahra Zahra

Teaching Practice No.8 , Listening/Speaking
Beginner level


In this lesson students will watch a video with the context of ''Shopping'' and will also become familiar with some vocabulary regarding the mentioned topic. They will also learn some useful language to talk about whether they like shopping or not, their favorite kind of shopping, the last thing they bought and their shopping mistakes. The lesson will begin with a PowerPoint slide containing two pictures of Istanbul biggest shopping mall, the name of the mall has been blurred so the students need to look at the pictures carefully and answer. The teacher goes on to ask them why people go there and what people can buy there, etc. It leads to the part when the teacher says:''So we have different kinds of shopping... and tries to elicit the types of shopping using another set of pictures on the projector. The students are now ready to be taught some new words from the ''Listening''. The teacher asks the students what kind of shopping men/women like very much? She leads the answers to 'jewelry shopping' and using the pictures, elicits the necessary words and addresses MFP. İn order to prepare them for the first task, the teacher tells them a very short story about herself through which she encourages the students to match the pictures on the walls with the flashcards they have been provided with. Since eliciting all the words is definitely time consuming, this activity can be of great help in order to familiarize them with the new vocabulary. This is followed by the students watching and listening to a short video telling a story similar to the teacher's and fill in the gaps on the handouts they have been given. The students will then go on to answer three more tasks with a variety of interaction patterns and also sub-skills for ''Listening'' including ''Listening for specific information'' and ''Listening for details''. It is followed by a ''post-Listening'' task in which students get the chance to talk about the questions in the video about themselves in pairs by asking and answering the questions and produce the language (mainly vocabulary) they have learned.


No materials added to this plan yet.

Main Aims

  • To provide the students with practice on sub-skills of ''Listening'' including ''Listening for specific information'' and ''Listening for details'' through a video from ''Speakout Starter Unit 9 '' with the context of ''Shopping'' .

Subsidiary Aims

  • To provide fluency speaking practice in a 'freer-post-listening task' in the context of 'Shopping', meaning they will get the chance to ask and answer questions in pairs and talk about their favorite shopping , the last thing they bought and their shopping mistakes.


Lead-in (2-3 minutes) • To generate interest in the theme of the lesson

The teacher presents two pictures of Mall of Istanbul on the projector and ask the studentsto guess where is is. If they answer quickly she goes on to fuhrer questions like why do people go there? What can they buy there? What is YOUR favorite shopping mall? If they can't guess the picture, she gives them a clue for example she can say that it is the biggest shopping center in Istanbul,etc. After the teacher elicits some answers on the above questions from the students, she leads to the nest stage to buld in the context more clearly.

Build-in Context (3-4 minutes) • To set a clear context of the lesson and give the students an impression what they are going to deal with today

The teacher now shows another sets of pictures in which students can see and name different types of shopping. On the picture, the teacher elicits some relevant vocabulary such as what each shop is called for example or what a person who works there is called from students.

Pre-teach Vocabulary (5-6 minutes) • To unblock key lexis needed to help students understand the video ass well as the tasks

The teacher raises a question of ''What kind of shopping do women/men like the most? The possible answers may be 'Clothes Shopping' and 'Jewelry Shopping' which provides the teacher with an opportunity to pre-teach the vocabulary using the projector ( for different pieces of jewelry) as well as a wall-activity of vocabulary-matching (for clothes) in which students in groups must match the pictures on the walls with the flashcards they have been provided with. The teacher monitors the groups and offers help when needed. She makes sure everyone is on task. She finally checks all the answers and addresses the necessary MFP followed by drilling on challenging pronunciations.

While-Watching/Listening 1 (4-5 minutes) • To practice listening for specific information through scanning

The students are supposed to read Andrea’s text. Then watch the video and fill in the gaps. So the teacher first lets the students know what they are going to watch and provides them with the handouts including the gap-filling questions and enough time to read the words given as well as the paragraph before playing the video. She then plays the video and let them write down their answers. She plays the video again and asks them to check their answers with their partners before she gives a WCFB. She first asks the girls to answer together loudly and then the boys for the remaining sentences. In this way they all take part in the WCFB equally in a more fun way than usual!

While Watching/Listening 2 (2-3 minutes) • To give the students paractice on 'Listening for Gist'

The students will be given a hand out with a very simple multiple choice question in which they need to choose the correct answer. The students answer individually, check with their partners and then WCFB is done.

While-Watching/Listening 3 (5-6 minutes) • To provide them with practice on ''

The teacher divides the class into groups of four and provides them the colored clear pictures of characters in the video as well as some flashcards of some items mentioned on the video. After giving clear instructions, the teacher will ask them to watch the video and match the flashcards with the correct character. The video will be played two times. A WCFB will be done after the second play.

While-Watching/Listening 3 (6-7 minutes) • To practice listening for detailed comprehension

Students are provided with a colored clear hand-out on which they need to identify individually which sentence is 'True' and which one is 'False'. The video will be played three times since they will definitely need more time and a deep understanding of what the characters say in this part. They will check their answers with their partners afterward. The answer key will be presented on the projector so that they can check their answers.

• To practice listening for specific information through scanning
Post-Listening Task (Production) (5-6 minutes) • To allow an opportunity to talk about themselves regarding the context and also to develop the students' oral fluency on the topic

This free practice gives them the opportunity to use what they have learned during the lesson to answer the questions discussed on the video about themselves. Students are asked to work in pairs ask and answer the questions given to them on a handout. The teacher walks around monitoring and taking notes. Finally the teacher will ask a couple of students to talk about their partners.

Error Correction/Feedback (3-5 minutes) • To raise learners' awareness of errors and also highlight some correct use of the language

The students write down some common mistakes they made during the freer practice on the board and tries to ask the students to help her correct the mistakes. She also writes down some good sentences they made inn order to make them more confident and encouraged.

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