Teaching Practice 4
Upper-intermediate level


In this lesson, the context will be set by showing students a short video about the topic of the lesson. The focus of the lesson is listening for details as a receptive skill as well as speaking for fluency as a productive skill in a set context which is urban foxes in London. Students are expected to recognize the homophones as a common words in spoken English in the same previous context.


Main Aims

  • Listening for details in the context of an interview about urban foxes in London.

Subsidiary Aims

  • To provide fluency by practicing speaking as a productive skill and discussing questions in a set context.


Lead-in (4-5 minutes) • To get Ss interested, predict the topic and set the scene.

Present the topic in a way that set the context and generate Ss' interest ti it. In pairs, ask Ss to read the three questions and try to answer them in one minute and a half to guess the topic of the lesson before they watch the video. Do you expect yourself to watch a pet animal or wild animal? Where does this animal live? Do people in that city think of it as a friend or an enemy? After that, play the video and give Ss one minute to check their answers in pairs. Monitor and give feedback.

Language input (12-14 minutes) • listening for details, answering questions and recognizing homophones with practice.

For Ex4.a, Tell students that in pairs in six minutes, they are going to answer three questions after listening to an interview with a television producer, Rachel Hudson, about urban foxes. Ask ICQs to check Ss understanding: What are you going to listen to? While Ss answer the questions, monitor the class, students check in pairs and I get the feedback by asking if students agree or disagree with an answer then check with the class. For Ex4.b, tell Ss that in seven minutes in pairs they are going to listen again, and they have to tick the true sentences and correct the false ones.While students are doing the task, monitor the class and get feedback by asking for reasons. In pairs Ss check their answers and I check with the class.

Clarification of Homophones in the listening context (14-16 minutes) • To recognize the use and pronunciation of homophones

For Ex5.a, try to elicit and clarify the word 'Homophones' to students by clarifying its meaning on the board, Write 'I' and 'eye' and ask students if the have the same meaning and spelling. Then pronounce them and ask Ss if the two words have the same pronunciation. Then in groups ask students to look at the first sentence from the interview and choose the correct homophones in 4 minutes. Monitor the class and provide feedback. Ss check in groups and I check with the class. Ex5.b, Ask students in groups to look at the pairs of homophones 1-10 and tell them they are going to listen to ten sentences from the interview and choose the correct word in 5 minutes. Monitor the class and provide feedback. Ex5.c, In groups tell Ss they are going to play a challenging game. Divide the board into three sections, A-B and C. Tell Ss the most their group write correct phonemes the more point they get and win. Set 4 minutes for the game. Check the homophones students write on the board and provide them with the feedback after they finish

Language output by practicing speaking and making discussions (10-15 minutes) • To encourage students speak fluently while making discussions and expressing their opinions

Ask students to discuss the questions in four pairs after handing them the handouts in 10 minutes. While students are doing the task move around and monitor their speaking. For the feedback ask a few students to share their answers about their peer by mingling for three minutes.

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