Gonca Nur Ölmez Gonca Nur Ölmez

Teaching practice 2
Intermediate level


In this lesson, students will learn the adjectives that are used for feelings and their pronunciation. The teacher will focus on the stress, as well. Then, they will listen to a text about free time clubs. Listening for gist and listening for specific information activities will be done. Lastly, the students will learn sentence stress with the same listening text. They will find out the words which are stressed.


Abc PPT for lead-in
Abc Handout for categorization(positive/negative)
Abc Handout for matching
Abc PPT for pre-listening
Abc Handout for sentence stress
Abc Handout for while listening
Abc Slide for post listening

Main Aims

  • To provide Ss practice in listening for specific information and detail in the context of attending free time clubs

Subsidiary Aims

  • To provide clarification, review and practice of adjectives for feelings, word stress and sentence stress


Warmer/Lead-in (2 minutes) • To set lesson context and engage students

Start the lesson by speaking about the real life. Ask a question: "Do you like holidays?" Talk about your last holiday and show the pictures of the activities you did on holiday. While showing the pictures, elicit some adjectives that are used for feelings by asking questions.

Vocabulary (12-14 minutes) • to present and pracise the adjectives used for feelings

Show the adjectives on the board and give the HO, as well. Ask the students to look at the adjectives, and put plus or minus according to their meanings as far as they know. While monitoring, help them when they need to. Ask whether there are unknown words or not, and use visuals to explain. Give the other HO and ask the students to match the words with their meanings. While checking their answers, focus on the pronunciation and word stress. Ask the students to choose 3 adjectives that they felt last week and find the reasons. Put them in pairs and Ask them to talk about the adjectives they choose.

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

Ask how they would feel in a place on the first day, and give an example from your life. Focus on clubs. Divide the students into pairs, and show the discussion questions on the board. Ask them to discuss the questions with their partners for 2 minutes. Show a picture for people in the listening text. Introduce them and tell what they are going to talk about in the listening text.

While-Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information listening tasks

Ask them to look at the clubs in the gist listening activity. Focus on glee club, and make sure that they know it. Remind the students that it is an activity to get the main idea, and they do not have to grasp every detail. Tell what you want for this activity clearly. Ask them to check their answers in pairs. Take some general feedback.

While-Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Ask them to look at the sentences in the HO. Tell that they will listen to it again, tick the true sentences and correct the false ones. Before listening ask them to read the sentences alone. After they listen to the text, ask them to check their answers in pairs. Elicit the answers and show the answer key on the board.

Pronunciation (5-6 minutes) • to show and practise sentence stress

Ask them to look at the beginning of the listening text. Show the first sentence as an example. Ask some questions about the stressed words. "Is it a verb or a noun?" Tell that they will listen to just the beginning and put dots to the stressed words. Ask them to check their answers in pairs. Show the answer key to save time. Ask them to look at the other part and write S or N to the types of words by looking at the sentences above.

Post-Listening (2-4 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Divide the students into pairs. Show the questions on the board, and ask them to discuss these questions with their partners. Monitor while they are speaking. Take some general feedback

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