Teaching Practice 3
Elementary (A1/2) level


In this integrated skills lesson, students practise their listening, speaking and writing skills through a dictation activity in the context of places to live. The lesson starts with a group brainstorming activity on key words related to pictures of a house and city. This is followed by the reconstruction of a short text on places to live by listening to the teacher and noting down key words, which are then used as a base for reconstruction. There is some controlled practice through sentence correction and reformulation. Finally there is clarification of vocabulary and functional language, followed by productive practice of the TL via a writing and role-play speaking activity.


Abc Clandfield, L. (2012). Straightforward Elementary Student's Book. 2nd ed. Macmillan

Main Aims

  • To enable Ss to develop their speaking (houseswap role-play), listening (for gist and specific information) and writing (reconstruction and accuracy) skills via an integrated skills dictogloss lesson in the context of places to live.

Subsidiary Aims

  • To allows Ss to practice using prepositions of place (e.g. next to, close to) in the context of describing where they live.
  • To give Ss the opportunity to practice using functional language related to 'houseswapping' (e.g. Would you like my house for the holidays?) in the context of a role-play.


Warmer/Lead-in (5-5 minutes) • To engage and prepare students for the text and make it accessible

Ss have previously been introduced to the context and vocabulary. Provide review by printing pictures of a house and city scene on A3 sheets hung on classroom walls. In groups of four, Ss brainstorm key vocab related to pictures for 2 min. Ss walk around and read other groups' ideas for 2 min.

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

Introduce task 1. T reads a short text describing her home. Ss write the names of four places mentioned in the text.

While-Reading/Listening #2 (5-5 minutes) • To provide students with more challenging detailed listening tasks

Introduce listening task 2. T repeats the text, pausing often. Ss fill in a table with verbs, nouns, adjectives and prepositions from the text. T reads the text for the third and final time.

Post-Listening/ Writing (6-6 minutes) • To provide Ss an opportunity to reconstruct the text

Rearrange the groups of four. Together, Ss have 4 min to share their information from tasks 1 and 2. Ask them to write the complete paragraph so that their text has the same meaning as yours. It is not necessary to be word for word the same as the original. Monitor and record examples of Ss' output.

Post-Writing Comparison (3-3 minutes) • To enable Ss to compare against their own work against the model

Give Ss the original text to compare against. Encourage them to notice the similarities and differences. Continue monitoring and noting examples of Ss' output.

Language Feedback (4-4 minutes) • To give Ss the opportunity to correct and reformulate their writing

Ask Ss to share some similarities and differences between their work and the original. In pairs, Ss discuss possible corrections and reformulations of the sentences on the board as you are writing them. Ask Ss to share their answers. 'Any questions?'

Clarification/Review (4-4 minutes) • To provide a brief review of vocabulary

Ss will be familiar with the following vocabulary: home, house, small, lovely, next to and close to. Use visuals, examples, personalisation and CCQs to elicit meanings and clarify understanding.

Production - Writing (5-5 minutes) • To allow Ss to write their own home description

Explain houseswapping role-play activity. Using the T's and coursebook's models, Ss write own 1-paragraph house description. Board these questions to guide Ss: Where is it? Is it a flat or a house? Is it big or small; new or old; lovely or horrible? Is it close to the city centre? Is it far from the shops?

Production - Role-Play (4-4 minutes) • To give Ss productive speaking practice of TL

Introduce and drill useful functional language by demonstrating with a strong S. Ss mingle and speak to at least 3 people to find someone they want to 'houseswap' with. Ask Ss to write their name. Take some notes of errors and good language. Don't interfere unless there's a breakdown.

Delayed Language Feedback (4-4 minutes) • To provide feedback on Ss' written and spoken output

Ask Ss to report about each other’s homes. Put some of the errors and good language you noted on the w/b. Ss can correct them.

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