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Teaching Practice 3
Pre-Intermediate level


In this lesson, learners will learn about information question forms through guided and freer practice base on a listening text about sports. The lesson starts with a lead-in where learners will personalize the topic by briefly discussing sports in their home countries. Learners will then predict what the listening text will be about, which will then be followed by the learners listening to the text for gist. Following the presentation through text, the language will be clarified through MFP(A), which will then be followed by a controlled practice where learners complete a mechanical exercise to practice question form for accuracy and a freer practice where learners respond to text communicably. Lastly, there will be a final OCFB and error corrections


Main Aims

  • To provide practice of question form in the context of sports

Subsidiary Aims

  • To provide fluency speaking practice in the context of sports and games
  • To provide gist listening practice using a text about sports and games.


Setting Context (Lead-in) (2-3 minutes) • To engage learners and activate their previous knowledge of the topic area

-T asks the following questions to the class: Ex. 1; pg. 8 Which sports or games are popular in your country? Do you play any sports? Do you play any games like chess or cards? -T elicits a few ideas from learners. Write learners ideas on white board

Presentation through Text (5-7 minutes) • To prepare students for gist listening of text and make it accessible

-Instructions: You are going to listen to an audio. Before we listen, predict the answers to these questions (ex. 3 pg. 9): How does a soccer referee signal the end of a game? How long does an Ice Hockey match last? What color is the shirt of the race leader in the tour the France? -T writes top three predictions on the screen. -Instructions: Now, listen to the text, pay attention only to the main idea or the gist of the text. -ICQs: Are we reading for much detail or just the main idea? main idea -Learners discuss if predictions were correct. -T conducts OCFB

Language Clarification (10-12 minutes) • To cover MPF(A) of target language in order to aid completion of tasks

-Meaning (TL):T complete two Jamboard, separate class in two groups, each group work on a separate jamboard link. -Instructions: Match the words in the box with the definitions -Teacher only observe and assist if needed -T conducts OCFB for errors. Do you play football? CCQs: Is this a closed question? yes Can I answer yes to this question? yes Form: Yes/No (closed) question Pronunciation: də jʊ pleɪ ˈfʊtˌbɔl? When is the next Olympic? CCQ: Is this asking for much information? yes Is it asking for location? no Form: Information/open question Pronunciation: wɛn əz ðə nɛkst oʊˈlɪmpɪk Which do you prefer, games like cards or sports? CCQ: Do we use to question to compare two or more things? yes Is it to identify something? no Form: Information/open question Pronunciation: wɪʧ dʊ jʊ prəˈfɜr, geɪmz laɪk kɑrdz ɔr spɔrts? Are you an athlete? CCQ: Is this asking for detail information? no Can you answer no to this question? yes Form: Yes/No (open question) Pronunciation: ɑr jʊ ən ˈæˌθlit?

Controlled Practice (6-8 minutes) • Mechanical exercise to practice question form for accuracy

-Instructions: You will receive a google form in the chat, complete the form individually, then compare your responses in the chat with a partner. -ICQs: Are you writing in the chat to your partner or to everyone? Partner. -Are you completing the form as a group or individually? individually -Once form is completed and students have compared their answers, elicit some answers. -T conducts OCFB

Freer Practice (8-10 minutes) • To provide with an opportunity for learners to respond to the text and expand on what they've learned communicably

-Instructions: T ask this question to one student: Where do you usually travel on vacation? Learner ask the same question to another student. Learners will write 3 questions each to ask their partner in the breakout room. -T demos -T rotates from room to room assuring students understand the task and answer any questions. Learners will switch partners if time allows. -Learners return to main room. -T conduct OCFB

Feedback/Correction (3-5 minutes) • To provide learners with feedback on the completion of the task and language

- T conducts OCFB - T conducts Delayed Error Correction

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