Mária Molnárová Mária Molnárová

Teaching Practice 2 - edited
Beginners level


In this lesson, students will practice vocabulary and writing on the topic of travelling. They will learn the use of 'to be' in plural, positive and negative. They will do a reading task, starting with prediction, gist reading and reading for specific information. This will be followed by writing task on the same topic.


Main Aims

  • To provide gist and specific information reading practice using a text about an email in the context of travelling.

Subsidiary Aims

  • To provide practice of the verb 'to be' in plural, positive and negative.


Pre-reading (5-6 minutes) • To pre-teach vocabulary to the text we're about to read

I will put some printed pictures of the vocabulary to the new text on the WB and elicit the meanings from the students. I will either write the meaning to the pictures on the WB myself or have the students do it, depending on their willingness. Each word will be written as a part of speech (for example, a hotel - in a hotel, a room - a big/small/nice room etc.). We'll practice prinunciation.

Pre-reading #2 (6-7 minutes) • To prepare students for the text

I will put an enlarged picture of Sally and Dan on the WB and have a quick brainstorming about it. Then I'll give out cut lines of the text and put them into 3 groups. All of the groups will have to put the text together. One of the groups will be putting the text together on WB. The picute will be available on the WB for them to look at. Once all the groups are done, we'll check it together.

Reading #1 (1-2 minutes) • Reading for gist

The students will read the text to find out where Sally and Dan are. They can discuss with their group.

Reading #2 (4-5 minutes) • To read for specific information

I will give out HO with the exercise no. 5 on p. 23. It's a true or false exercise to the text, where students have to correct the wrong statements. We will do an answer key on the board with the help of the early finishers.

Post-reading (7-8 minutes) • To make students practice the vocabulary and phrases they've just learnt

I will give out 'postcards' and everyone will pull a name of a student from a hat (the names have to include only those students in the class that are present at this activity). Everyone will write a short email similar to the one we've just read. When they're done, each of them will find the respective partner and tell them what they wrote on the card.

Lead in to listening (1-2 minutes) • To introduce the students to today's grammar

I will start by picking 2 students to come to me to the WB. Then, referring to exercise 8 on page 23, I'll hold out a Spanish flag and ask if we're Italian. My aim is to get them to tell us we're not Italian and then I'll expand the sentence to 'We aren't Italian, we're Spanish.' I'll ask a few more similar questions and elicit answers.

Listening (2-3 minutes) • Listening for gist + listening for specific information

I'll give out HO to the listening exercise and have the students listen to the track first time and then second time. They'll fill in the gaps in the HO. We'll do check up on WB.

Grammar (3-4 minutes) • To clarify and prectice 'to be' in plural + contractions

We will start by looking at the listening exercise, after having checked the answers on WB. There will be a few incorrectly written sentences from the listening exercise on the WB. I'll have students tell me what the mistakes are, writing explanations for contractions or full form wherever needed.

Grammar practice (3-5 minutes) • To practice the today's grammar

I'll give out HO, exercise 9 on page 23, students will do it individually, then we'll check it on WB. Afterwards they'll discuss the questions to the text in pairs. We'll check the answers together.

Grammar activity (5-7 minutes) • To have students use today's grammar in a real context

Students will be divided into two or three groups. Each group will get a dice with all the personal pronouns (I, you, he...). They will take turns to roll the dice and have to produce questions or sentences with that particular pronoun and are/aren't, is/isn't. The team that gets the most sentences/quesitons wins.

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