Burcak Bayram Burcak Bayram

Teaching Practice 3
B1 level


In this lesson, Ss will learn how to speculate about future using the functional language extracted from Reading and Listening activities. Ss will be given a situation based on the context from the listening passage and they will discuss the bans in the companies in groups.


Main Aims

  • to get the students to practice their speaking skills

Subsidiary Aims

  • to get the students to work on their receptive skills such as reading and listening for gist to provide them with the necessary functional language


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

T projects the pictures about e-mails on the WB. T asks Ss to work in pairs and describe what the connection might be about between the pictures. W/C feedback.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

T projects the reading extract in exercise 2. T gives 2 minutes for Ss to skim and scan through the text. Ss read the extract individually. T asks Ss to discuss what the problem is in pairs. W/C FB. T projects the picture in exercise 3 on the WB. T asks Ss what they remember about Graham from the previous listening lessons. T asks Ss to discuss in pairs what kind of work the two men in the picture do. W/C feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T projects the two questions on the WB in exercise 3a before playing the recording 1.14. Ss read the questions and listen to the recording. Ss discuss their ideas in pairs. T gives a HO with the script of the recording for Ss to check their answers. Then T gives ex 4a HO to Ss to work in pairs and decide if the statements are for or against the intranet ban. WC FB. Ss listen to check their answers T drills some expressions with the Ss.

Productive Task (18-20 minutes) • To provide an opportunity to practice target productive skills

Get Ss into groups of 4, two of them A two of them B, and tell them to look at exercise 5 on the HO. Ss read the situation. Instruct them that those who are A will be in favour of the ban, and those who are B will be against the ban. And they will come up with 3 reasons to support their argument. But when T claps her hands Ss will change their groups and discuss their ideas with another pair. T projects the language they need on the WB. Ask Ss ICQs to make sure they got the instructions: How many people are there in a group? Who is A? Who is B? Which one is in favour of the ban? Which one is against the ban? T will make a quick demonstration for the Ss. Give Ss time to think of the guidelines. T monitors and helps with any queries from the Ss. T then walks around and monitors the discussions and take notes of the common mistakes.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Divide the WB into two. Write "in favour of the ban" on one half and " against the ban" on the other half of the WB. Write down the ideas you noted down while monitoring. Ask Ss to vote for the ideas they find interesting. Provide delayed error correction if there are some commonly made mistakes.

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