Dru Sutton Dru Sutton

Teaching Practice 2
Intermediate level


In this lesson students will improve their listening skills with a text about a character recollecting a memorable event. This will utilize audio from Speakout (2nd Ed., p. 77).


Main Aims

  • To provide gist and detailed listening practice using a text about emotional and memorable events in casual English

Subsidiary Aims

  • To improve speaking ability by promoting conversation with the text as scaffolding.


Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

In BORs students will discuss the following question with each other: What was the most important or special moment in your life? How did it make you feel? The aim of using these questions is to prepare students for the topic, but also to personalize it and link it to some positive memory in their lives.

Pre-Reading/Listening (10-10 minutes) • To prepare students for the text and make it accessible

Some words from the text were selected based on possible unfamiliarity. Two of them are useful collocations, one a noun, and one an adjective. Firstly, meaning will be tested. First with a Google Forms document that students will spend a minute or so working in BORs on: https://forms.gle/2RYUMXXRYqnfjDkF9 Then with an example sentence and concept questions in the slide show. This will be done as a class and individual students may be called on to answer. https://docs.google.com/presentation/d/1qvCvqHv5g2kqo-EweZURMmpcbqlaVpZlqbMZ758S7KY/edit?usp=sharing Next, form will be tested with Google Forms. https://forms.gle/3Qpxq9f12zGPAZwH7 Students will be put into BORs and select the words that go into the blanks on Google Forms. Only two of these words share a grammatical category, so they should be able to easily figure out which one goes where without much issue. After this is done they will be given instruction for the third task (pronunciation) where they will be put into BORs again, and will spend just a minute or two finding the stress. One of the words is only a single syllable, so it won't have stress, but this activity will also have them draw arrows to parts of the word where they are unsure of pronunciation. https://jamboard.google.com/d/16rUaw6OJc89Of2SojgYVSaVAQ4JrMjvJG9iL_KDTmKE/edit?usp=sharing After closing the BORs we will go over any of the words that students found a pronunciation issue with. This will conclude the pre-teaching section.

While-Reading/Listening #1 (10-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will listen to the audio individually. Then they will answer the following questions in groups. What was the memorable moment the speaker had? Is this a good surprise? Why or why not? Would you like this surprise? This will be done with Google Slides, where the audio will be located: https://docs.google.com/presentation/d/1qvCvqHv5g2kqo-EweZURMmpcbqlaVpZlqbMZ758S7KY/edit?usp=sharing This will be followed by a short discussion with the whole class. Particularly to see if students think it was a good surprise as this allows them to share a bit about themselves.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will listen to the audio once or twice (if students want to re-listen they will be given the opportunity and this will be factored into timing). Prior to the first time listening I will give them sentences to order based on what happens when in the story. At this point students will be linked the Google Slides page so they can keep the sentences in front of them: https://docs.google.com/presentation/d/1qvCvqHv5g2kqo-EweZURMmpcbqlaVpZlqbMZ758S7KY/edit?usp=sharing They will attempt to order these alone, then in groups they will try to order the sequence of events by comparing with their partners. After this occurs we will go over the order as a class.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students will discuss the following in groups, which will be scrambled after a few minutes to allow them to talk to all their peers: Does this seem like a nice thing for the brother to do? Do you live far from a family member? Have they ever surprised you? What is your happiest memory? After they have talked for some time together, we will end the lesson with a little bit of chit-chat for additional rapport building.

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