Thomas Dowling Thomas Dowling

Teaching Practice 3
Elementary level


This lesson's primary focus will center around the receptive skill of listening. This skill will be taught in the context of Evenings and Weekends, with the sub-aim of teaching specific vocabulary to describe possible activities and prepare Ss for the listening exercise.


Abc Unit 3B: Evenings and Weekends, HO (Teaching aide)
Abc Unit 3B: Evenings and Weekends, HO

Main Aims

  • To provide Ss with a solid base of listening skills related to Evening and Weekend activities

Subsidiary Aims

  • To provide Ss with vocabulary associated with Evening and Weekend activities that will support the lesson's main aim of listening.


Warmer/Lead-In (3-4 minutes) • To introduce Ss to the new theme: Evenings and Weekends

T will welcome Ss to the lesson. T will then write two simple questions on the W/B designed to engage the Ss and introduce the topic of evenings and weekends. 1. What did you do on the weekend? 2. Who did you do it with? Elicit Ss to read the questions T will then instruct the Ss to talk to the person next to them for 2 minutes, arranging them as 'Saturday' and 'Sunday' (Or Sat, Sun, and Monday, i.e. a long weekend, if there is an odd number). ICQs: are you Sat or Sun? 2 mins or 5 mins? T will monitor Ss group work to get a sense of vocabulary ability,mentally noting down that vocab and any problems with usage and form.

Pre-teach and Vocabulary (10-12 minutes) • To provide a base of vocabulary knowledge that will help Ss with the succeeding listening activities as well as the next two lessons.

T elicits S ideas from P/W, pointing to each group. T then tells all the Saturdays to stand using gestures to one side, and all the Sundays on the other. T then gives each group a mind-map that has Evenings and Weekends in the middle. T illustrates this using 'Chesting.' Teams collate their ideas for 2 minutes. Ss then return to their seats and complete Ex:1 individually, ticking all the phrases they know. Check and explain the phrases using a simple chart on the W/B by getting Ss to write in the rest of the phrase (see Teacher's aide HO). T gives a demo. After the correct phrase has been elicited, T models and elicits the stress of the word, adding in the 'stress square' after choral drilling (using pre-made Evenings and Weekends HO). CCQ: When do you do these things? Plan B CCQ if not understood: So, are these activities things you do when you are working or not working? Ss reponse: not working. So, these activities are done in our free-time; times when we are not working (write in 'Key-Vocab' section on the W/B) CCQ (to a weak student): Can I go to the cinema when I am at work?

Pre-listening (Ex. 2) (1-2 minutes) • To activate related free-time schemata and associated vocabulary

What does Q2 say? Elicit the question. Who is Tanya? The man or the woman? Who is Robert? Where are they? At the cinema? Watching Fenerbahce? No, at work Are they working? No What are they doing? Are they friends?

Listening 1 (Ex.3; Track: R3.4) (4-6 minutes) • Listening for Gist

Explain that Robert is going to ask Tanya 5 questions using Present Simple (things we do now) (NB. If there are technical difficulties, T will read out the text) T will ask Ss to read the questions to familiarize themselves with the form and structure. Explain that Ss will listen 1 time for the main idea, individually. What is he asking Tanya about? Tell Ss to turn over their paper to JUST listen, not write. How many times for the main idea? How many questions is Robert going to ask Tanya? Are you writing or listening?

Listening 2 (Ex.3; Track: R3.4) (5-7 minutes) • Listen for Details

T will instruct students to listen for the details and fill in the gaps. ICQs: What are you going to do? Tell Ss to turn over their paper, and write in the answers. After listening to the CD, check your answers with your partner. Then W/C feedback Answers: 2: do; evenings 3: eat 4: do; weekends 5: go; concerts Ask Ss how Robert asked the question 'Do you.' Did he say it like 'Do you?' Or did it sound different? In English, we don't say 'Do you (emphasize this)' like that, but like this: [dʒə]

Listening 3 (Ex.4; Track: 3.5) (3-5 minutes) • Listening for Details

Elicit the question from the Ss. What does true mean? Correct? or False? So, tick (T shows on the W/B) the correct answer. How many questions are there? Are we ticking the false answers? 1 minute to read the questions Then listen and tick. W/C feedback Answers: 1. False 2. Correct 3. False 4. False 5. Correct

Listening 4 (Ex.4 b; Track: R3.5) (3-5 minutes) • Listen for Details

Listen to the CD again. Circle Tanya's answers to Robert's questions. Check with a partner W/C feedback Answers: 1. b 2. b 3. b 4. a 5. a

Close (2-4 minutes) • Speaking Practice; vocabulary consolidation

T asks Ss to stand up. T divides Saturdays and Sundays T sets a scenario: So, its the end of the lesson, you are on your break. In your groups, 'Saturdays and Sundays,' talk to each other about what you are going to do after the lesson.

Optional task/ Homework (2-4 minutes) • To use and revise lesson vocabulary and forms

T gives Ss strips of paper. Saturdays have a question, and Sundays have an answer. By speaking only, they have to find their partner.

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