Victoria Smith Victoria Smith

Teaching Practice 8
Upper Intermediate level


In this lesson, students will listen to and speak about "The American Dream". Students will learn any unknown lexis prior to the listening task. They will then listen for gist and specific information. Following this, students will then have freer speaking practice in the form of a discussion.


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Main Aims

  • To provide specific information and detailed listening practice using a text about "The American Dream" in the context of Dreams and Reality.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of "The American Dream".


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

To continue from the previous lesson, activating schemata and checking Ss understanding of any necessary lexis. T introduction T ask Ss what they were just discussing in previous lesson, eliciting small details. T asks Ss if they are able to do any of the previous lessons TL tasks (ask Ss if there is an American Dream? If so, what is it?) I'm choosing not to pre-teach the vocabulary at this stage as students do not need to know the lexis to complete the tasks. After the listening tasks are complete, I will have students complete a matching exercise to further understand the language in the text.

While-Reading/Listening #1 (4-5 minutes) • To provide students with less challenging gist listening task

T directs Ss to listening task (Q1) where seven different American comment on what they think the American Dream means. T elicist the meaning of optimistic and pessimistic from the Ss before starting the task. ICQ’s/CCQ’s - Are you working individually or as a pair? Individually How many people will speak? 7 O will mean the person is….? Optimistic P will mean the person is…? Pessimistic

While-Listening #2 (3-5 minutes) • To provide students with more challenging detailed listening task

This time Ss are to match the speaker with an opinion (Q2) T plays the recording one time. Ss answer in individually and check in pairs. CCQ’s - What do you have to find out about each opinion? Who said the sentence. How many people will we hear talking? 7 How many times will I play the recording? 1. Will you work individually or in pairs? Individually Ss check answers as a WC

Post-Listening (3-6 minutes) • To have Ss show how much they know about the meaning and form of the some of the TL from the listening task.

Ss are directed to the HO T ask Ss to look at the sentences at the top of the HO. Ss then complete a matching exercise - matching the words with their definitions. (illusion, expensive, immigrants, society, consuming, polluting, suspicion, myth) During WC feedback, T checks Ss MFP of the TL - asking where the stress is, and focusing on pronunciation. (see Language Analysis) ICQ’s - Are you working individually or in pairs? Individually, then check in pairs. Ss do this individually and check in pairs before checking as a WC.

Freer Speaking (10-15 minutes) • To have Ss speak freely about the topic of "The American Dream"

Ss are directed to Speaking Q3 T organises class into groups. Each group has 2 points to discuss - T gives each group different points so they may share their different ideas afterwards. Ss are directed to talk nonstop for 3 minutes. Ss then share their ideas with the other group. T monitors class taking note of any difficulties with the TL - in particular, pronunciation. WC feedback on content and accuracy.

Flexi Stage (5-9 minutes) • To have Ss continue to speak freely about the topic of "The American Dream"

Ss work in groups to create "A Turkish Dream" Groups write a few notes on what they "dream" for their country and discuss is together. Ss then share their dream with the other group.

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