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Copy of Teaching Practice 8a
Intermediate B1 level


In this lesson the students will get practice listening. One listening is fairly simple and the students will listen for specific information (what the Charlie Brown kids get for Halloween). The next listening exercise has a lot of complicated language so I will pre-teach some vocabulary (mostly slang and child sayings). Then the students will listen for those words in the listening and also take a quiz as a post-listening exercise to further their understanding. The lesson will end with a writing exercise where the students will write 3 sentences about their favorite holiday. I will hang up the writings and have the students guess who wrote it. As a flexi-stage if I have time, I will ask the students to discuss their plans for the holiday next week with their partner.


Abc Quiz 1
Abc Handout 3
Abc Handout 2
Abc Word Document Projector

Main Aims

  • To provide gist listening practice using a clip from a Charlie Brown Halloween in the context of cartoons and holidays.

Subsidiary Aims

  • To provide clarification of cartoon and kid language in the context of Halloween.
  • To provide product writing practice of a summary in the context of holidays.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-----------Pictures projected on the WB------------- Introduce the topic of halloween and trick-or-treat. Important words on the projector with pictures. Elicit sentences from the students about why they are important. If they don't know, explain the vocabulary and then ask for a sentence. Comic strip of Charlie Brown. Ask if anyone knows what the words are. Link with Baris's lesson about forgetting?

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

Picture of Charlie Brown. Ask if anyone knows what/who it is. Show a picture of all the characters. Mention Snoopy Show the Charlie Brown Halloween Picture. ------------------Task------------------ Now Charlie and his friends are going trick-or-treating. We are going to listen to them and hear what they get. IN PAIRS. Discuss good things you can get in your bag and bad things you can get in your bag. Demo first ----> a bad thing is my grandma gave penny's out to children. Huge Candy Bars. Everyone come up and write one thing on the table.

While Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Now I want you to listen to what the kids get in their candy bags and write down what they say. After listening have the students come up and write down as many things as they can in either the good or bad.

Post-listening #1 (3-4 minutes) • To provide questions to further the students' understanding of the listening

-----------HANDOUT 1---------- Discussion Questions up on the board and on the handout. Read the questions and then we will listen again. Now, in pairs take 2 minutes to discuss these questions together. Feedback together as a class. Ask if anyone knows the answers.

Pre-listening #2 (3-4 minutes) • Pre-teach vocab essential to the video

-------HANDOUT 2-------------- Either group work or pair work depending on how many people. Switch up pairs though. Work with a partner to match the words with their definitions. You have 3 minutes. Check one group and say that they are correct and get everyone to come look at their answers.

While-Reading/Listening #2 (4-5 minutes) • To provide students with more challenging gist listening task

Now we will see what Linus was doing while the others were trick or treating. -------Show the picture on the projector of Linus and Sally------ Try and listen for the words on handout 2. And I want you to decide if Sally is happy or upset? Play the listening up until 2:00 Feedback: Discuss together your answers.

Post-Reading/Listening (4-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will hand out a quiz!! Read the questions aloud and tell the students to try and listen for the answers. Play the listening again. ------Students have 3 minutes to complete the quiz after the listening ends----------- Feedback on projector. Hand out markers after they have finished to all different people.

Writing Activity (5-6 minutes) • To provide the students with a freer practice and for them to write

Ok now that I've told you about my American holiday, Halloween, what holidays can you tell me about. Elicit names of some Turkish Holiday. ---------Handout 3---------- Demo the first one on the projector white board for halloween. Now take 5 minutes to write down some interesting things about a holiday of your choice.

Post Writing (3-4 minutes) • To have the students guess who wrote about each one.

Collect each one and hang them up around the class. -------Now please read each one and write the name of the person you think wrote it------------------ Feedback. See if they all agree.

Flexi-stage (4-5 minutes) • To provide an opportunity to speak

Plans for the holiday next week. In pairs (or two groups) please tell your partner 2 things that you are going to do next week during the Holiday. I will demo the activity saying I'm going to sleep-in late.

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