Ehsan Ehsan

Teaching Practice 5
Elementary level


In this lesson students will practice listening for gist and listening for detail in the context of shopping. Beforehand, they will practice some vocabulary about different places to go shopping to have a general view of the lesson. Then, the meaning is clarified through a shopping list activity and students practice simple sentences for these places. The session will be finished by a "disappearing dialogue" activity to practice oral fluency. Feedback will be provided by the teacher during each stage on content and the language.


Abc 3 Qs to discuss
Abc Gap-fill handout
Abc Listening activity
Abc Shopping list activity
Abc Gap-fill script
Abc WB

Main Aims

  • Students will be better able to listen for gist and detail in the context of shopping

Subsidiary Aims

  • Students will have better practiced the language of shopping through two short conversations
  • Students will be introduced to and practice some vocabulary items about different places to go shopping such as supermarket, bookshop, and etc


Warmer (2-4 minutes) • To get to know the SS and to remember their names

I will ask Ss if they remember my name and then I try to recall their names. If I can't I will ask them to help me by the first letter of their names.

Lead-in (4-6 minutes) • To generate SS' interest in the topic and to set the context

SS discuss the Qs on the cards in groups of 3 or in pairs. Do you like shopping? Why?/ Why not? When do you usually go shopping? Where do you usually go shopping? ICQs T monitors. When finished T provides FB on content.

Pre-teaching vocabulary (5-7 minutes) • To gauge students' prior knowledge of the vocabulary items

T gives the gap-fill exercise to SS. T sets the time. ICQs. SS answer and compare together / in groups. T monitors. FB is given in the class and correct answers on the board.

Focus on meaning and pronunciation (5-7 minutes) • To clarify the meaning and pronunciation of difficult words

T selects the difficult words from the previous activity and conveys the meaning. T shows the picture and asks CCQs. T explains the other words. T highlights the pronunciation and stress of the words. SS repeat the words in the class and individually.

Extra practice of vocab (5-7 minutes) • To provide SS with an opportunity to practice the words in a semi-controlled activity

T elicits "shopping list" and shows the shopping list activity to class. T elicits the sentences and writes the first 2 examples on the board. ICQs, if needed. SS sit in pairs and write sentences for each item. T monitors and provides scaffolding. Pairs compare the sentences together. T gives the correct answers on the board / walls. T highlights some pronunciation during the activity.

Listening for gist (3-5 minutes) • For SS to practice and develop their gist listening subskills

T draws Martina and Alex on the board or elicits their names from the previous activity. SS are told that there are 2 listening conversations. T writes " Which shops are they in ?" and also shop 1 and shop 2. Shop 1 1. in a department store 2. in a bookshop 3. in a bank Shop 2 1. in a baker's 2. in a greengrocer's 3. at a kiosk SS listen and compare the answers with one another. T provides FB and gives the correct answers.

Listening for detail (4-6 minutes) • For SS to practice and develop their more detailed listening subskills

SS are given the gap-fill script of the listening text and some time to read the text individually. SS are in groups of 3 and listen again. ICQs. T regroups them to compare the answers. If necessary, SS listen once more. T monitors and take notes of SS' mistakes unobtrusively. Correct answers are put on the wall. SS are given FB.

Freer Practice (3-5 minutes) • SS develop oral fluency in a controlled activity

SS practice the conversations in pairs. T monitors and takes notes of SS' mistakes unobtrusively. If time, t does the disappearing dialogue activity. If very short time, T does delayed error FB and finishes the class.

Extra practice of oral fluency (5-7 minutes) • Flexi stage, Disappearing dialogue, To provide SS more practice in a controlled speaking activity

If time, SS practice the dialogue in pairs. T monitors. When finished T deletes some of words from the dialogue. SS should practice the task again. This continues until all the conversation disappears. Then they can change their roles.

Delayed error feedback • For SS to notice their own mistakes and get feedback

T puts SS' errors on the board and the class correct form/pronunciation. T thanks the class goodbye.

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