David Taylor David Taylor

Teaching Practice 1
Pre-Intermediate level


In this lesson students will practice speaking in a social context. After eliciting from the students where they might have social encounters we will do a warm-up exercise in which students will work in pairs and role-play short conversations for such encounters. Students will then do a listening for gist exercise in which they match conversations to pictures and some of the previous scenarios. Students will then focus on functional language, learning which phrases are correct/incorrect to use at certain points in a conversation. Students will then brainstorm more situations and conversation ideas, which they can role-play using the target language


Abc Hand Out
Abc Audioscript

Main Aims

  • To provide practice of speaking in a social context

Subsidiary Aims

  • To practice listening for gist
  • To introduce and practice functional language related to social language


Lead-in (1-1 minutes) • Introduce topic of the lesson

T will introduce himself and tell Ss that aim of lesson is speaking, then check understanding.

Intro to the topic (10-12 minutes) • Students to say where they might have social encounters and practice short role-plays based on given situations.

T will ask Ss where they are now, i.e. classroom, elicit from them that they are currently 'speaking in the classroom', and then where else they might speak to people, and that when we speak to someone we have a 'conversation'. T will divide Ss into pairs and let them choose a warm-up role-play to practice together. The role-plays will be given out on strips of paper. ICQ. Ss will practice role play before WC. Brief feedback session with a little error correction.

Listening for gist (10-12 minutes) • Students will do a listening exercise which involves matching the heard conversations to pictures and situations.

T will distribute HO to Ss and, as a pre-task, ask them to guess the location of each photo at the top. T may have to elicit 'conference' for 'c'. T will play the recordings. Ss will work individually. The first time Ss will match the conversations to the places and then give the answers to T. Second time, Ss will match the conversations to 4 of the situations encountered in the warm-up exercise. Ss can then discuss these answers in pairs, before WC FB. If Ss have difficulty understanding the conversations, T will give them audio scripts.

Focus on Functional Language (10-12 minutes) • Students will brainstorm, be introduced to, and understand how to use social expressions

T will get Ss to brainstorm phrases and expressions according to several conversational categories: Meeting, Starting a conversation, Ending a conversation, Getting someone's attention. Ss will do Language focus exercise on the HO, individually, then discuss in pairs, before WC FB. T will ask Ss if they know any other correct alternative responses to the phrases in the exercise. T will have written the answers (i.e. the incorrect responses) on the board, and then ask Ss what questions or statements these responses could follow in reality? T will elicit why 'I'm nice' can't be given in response to 'How are you?' T will elicit difference between 'I'm sorry' and 'Sorry?', focusing on intonation

Free speaking practice (10-10 minutes) • Students will work in pairs or groups and practice conversations in new situations using the TL

T will put Ss into new pairs or groups depending on class size, and get them to brainstorm a new conversational situation. Each pair/group will give their situation to another pair, who will then role-play the conversation and ideally perform it before WC. FB If there is still time available, groups and pairs will be changed around.

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