Samira Namakdoost Tehrani Samira Namakdoost Tehrani

Teaching Practice 3
Intermediate level


In this lesson, students learn vocabularies about attitudes to success, practicing raising awareness of different cultural attitudes to success and more importantly, they get ready to speak about different attitudes to success. Firstly, students listen to two interviews between an interviewer and Mariama and Remco in which they are talking about attitudes to success. Then, Ss have to answer the questions in ex 1 and then while they are listening again, they decide if the sentences in ex 2 are true or false. They then proceed to learn some vocabularies from the listening task in ex 3a. As the next stage, in ex 3b, they face a control practice for the vocabularies they learnt in the previous exercise. Based on the main aim of this lesson which is speaking, first learners read the quiz questions about different attitudes to success in ex 4a and think about their answers and finally they ask and answer the quiz questions in groups.


Main Aims

  • To provide fluency speaking practice in a group disccussion in the context of attitudes to success

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about talking about achievements in the context of attitudes to success.
  • To provide clarification of competitive, comfortable, confident, arrogant, win at all costs, bend the rules, play by the rules in the context of attitudes to success.


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

- To generate interest in the topic of the lesson, I begin with asking a totally related question: "Are you comfortable talking about your achievement?" - To clarify the meaning of the question, I act as if I am blowing my own trumpet and comfortable talking about my achievements. - I get Ss to work in pairs and answer the question in 1 minute. - As the FB, I get Ss to talk about their partner's answer. - By the help of Ss' answers, I teach the idiom "to blow your own trumpet" and the adjective "pompous". Actually they encounter them in the upcoming listening task, so I try to pre-teach them.

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

- I give the Ss the HOs of exercises 1-4. - I show page 27 on the projector as well. - I point to the photos of Mariama and Remco. - I get Ss to work in pairs and predict how Mariama and Remco feel about talking about achievements in 1 minute. - Then, Ss listen to the recording on CD and answer the questions in ex 1. - After listening, Ss check their answers in pairs. - As the next stage, I play the recording again and more specifically Ss must find two examples that Remco gives to explain his attitude to success. - After listening, Ss check their answers in pairs again. - As FB, I ask Ss to say the correct answers. - The next exercise is to listen for the main idea. - To get ex 2 which is a true or false task started, I pass around the green and red small cards. Ss show the true sentence by the green card and the false sentence by the red one. - Firstly, I let Ss read the sentences in pairs. - Then, I play the recording again. - After listening, Ss check their answers in pairs. - As FB, Ss show the true or false for each sentence. If the answers are totally different or wrong, I ask those Ss who have the correct answer to explain more. If nobody has the correct answer I give them hints to help them find the answers themselves.

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

- I rearrange the groups. - I get Ss to turn their chairs around and start working with their new partner who is sitting behind or in front of them. - In pairs, Ss read the sentences in ex 3a and decide who said them. Mariama, Remco or the interview? - Then, I play the recording again. - After listening, I let Ss check their answers together. - As FB, I get one student maybe the early finisher to come forward and write the answers on the board. - Then, I would like to clarify the vocabularies from ex 3a: "competitive, comfortable, confident, arrogant, win at all costs, bend the rules and play by the rules" - I give Ss the HO of matching vocabularies with their definitions. - I get Ss to work with their partner and try to match each word with its definition on HO. - I set 3 minutes for Ss to match. - As FB, I get t he students to nominate each other to say the answers. I check if Ss have found out the definition of words by asking CCQs. * ((competitive)): If you are competitive, do you like winning or losing? (Winning) * ((comfortable)): Is the chair you are sitting on comfortable or uncomfortable? (Comfortable) * ((confident)): Are you afraid of talking in public or can you express your ideas easily and confidently? (( Ss' own answers)) * ((arrogant)): Do you always want to show off? (Ss' own answers) If you always show that you are better than others you are.........(Arrogant) * What is the difference between being confident and being arrogant? * ((win at all costs)): Imagine that there is a race in the classroom, do you try hard to do whatever you can to win? (Ss' own answers) * ((bend the rules/play by the rules)): Do you follow the rules at work or you change them to make them easier for yourself? (Ss' own answers) If you follow the rules, you actually...(play by the rules). If you change the rules, you actually...(bend the rules). - In exercise 3b, there are some CCQs. Actually I have covered them while I was asking my own CCQs from Ss so there is no need to cover them again. - Then, I give some repetition to work on pronunciation of the words. - I draw bold dots on the stressed syllable in each word either. - I make sure that Ss have no difficulty with pronunciation of the words while repetition.

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

- I get Ss' attention to the quiz questions about attitudes to success in ex 4a. - I ask students to read the questions alone. - Ss must think about their own answers. - I ask some ICQs to check if they know what to do? * Should you read the questions and answer alone or with your partner ? (Alone) * Should you answer the questions about Mariama, Remco or yourself? (Myself) - I set 3 minutes for Ss to think about their answers. - While students are thinking about their answers, I stick the quiz-question cards on the walls. - Then, I arrange Ss in groups of 3. - I ask them to stand up and walk around the classroom, face the questions and ask and answer the 2 questions from ex 4b on the wall. - To make sure that Ss know what to do, I ask some ICQs. * Should you work in pairs or groups of 3? (Groups of 3) * Should you sit down or stand up or walk around the classroom? (Walk around the classroom) * Should you answer questions in ex 4a or the questions on the walls? (The questions on the walls) (((But The teacher explains that Ss can use their own answers from ex 4a to discuss the questions on the walls.)))

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

- While Ss are discussing the questions, I walk around the classroom and monitor them. In addition, I write some of their common errors down on a piece of paper. - If some groups finished soon and there were time, I would get Ss to work as open groups and ask and answer the questions from any students. Therefore the shape of interaction changes to OW. - As FB, I ask students to retell their own answers or their classmates' answers to the questions on the wall. - As error correction, I write some of the student's common errors on the board. - I get the Ss to work in pairs and try to correct the errors. - Then, I ask the whole class to correct the errors.

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