Connie Ede Connie Ede

Teaching Practice 3
pre-intermediate level


This is an integrated listening and speaking lesson in the context of School Days. It introduces a number of vocabularies and focuses the Ss on the adjective and preposition collocations. It also develops Ss listening skills in a monologue.


Abc Handouts

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about School days in the context of three people talking about their school days

Subsidiary Aims

  • To provide clarification and practice of adjective and preposition collocatoion in the context of school days


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show Ss pictures of school. Elicit who they are, where they are and what they are doing. Draw a mind map of school as headings and subjects and verbs as sub-headings. Have Ss to elicit words for each sub-headings. Monitor- pay attention to any interesting points for FB. Feedback

Pre-Reading/Listening (10-12 minutes) • To prepare students for the vocabularies for the text and make it accessible

Ss work in pairs and put the adjectives with prepositions into positive and negative. Monitor-help if needed. Peer-check Drill the collocations.

Speaking Practice • To give Ss practice in the TL and prepare them for the listening stage

Ss think of their experience of school. Ss have 2 mins to make their own sentences Monitor. Ss in pairs talk about their experiences Monitor Feedback.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give Ss some background to the listening ( see Listening ex 1). Tell them they will listening monologues about three people talk about their school days. Give Ss 15 seconds to look at the questions. Ss listen and answer the questions in ex 1 Ss compare answers in pairs/small groups Monitor -pay attention to problem areas for FB Take w/c FB -deal with any issues.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give Ss some background to listening (see Listening ex.2). Tell them they will listen to find out the patterns. Give Ss 15 seconds to read them through. Check Ss know what they are listening for and to take note if they want. Ss listen and answer the questions in ex.2 Monitor- pay attention-If necessary Ss can listen to the whole or parts again Ss compare the answers in pairs/small groups Feedback.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss work in pairs to discuss listening ex. 3 Monitor Feedback -share interesting ideas

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