Teaching Practice 1
Intermediate, Elementary level
To provide gist and specific information in the context of Why People Learn English
To review and practice vocabulary related to specialist forms of English language learning.
Procedure (32-50 minutes)
Teacher sticks the pictures of 6 different professions and relevant pictures that belong to each profession on the white board. Then, teacher asks them what they see and asks volunteers to come to the board and match the pictures. For each picture teacher asks for different volunteers.
Teacher asks students to work in pairs on questions: - What jobs do you think you could do, with your level of English? - Do you (or did you) use English at work? If so, what for? ( Note: Regarding the 2nd question, teacher clarifies the past tense idea by giving example of her own experience in her previous job and in what way she needed English) Teacher writes these questions on the white board and tells them to discuss in pairs. Students are reminded that they have 2 minutes to discuss. After the pair work, teacher writes some useful phrases on the white board and ask them to complete the sentences verbally. Useful Phrases: I use English at work to ...... I sometimes/often use English because.... Teacher then gives hand-outs to the students which include matching activity about jobs (1-6) and types of English (a-f). Teacher provides an example to clarify how to achieve the task. After they finish their work individually, teacher checks the correct answers with the whole class.
Teacher tells students they are now going to listen to a specific type of English. Teacher also reminds them that they do not have to understand every single word, but to understand what is going on. Teacher plays the recording and asks if they have any guesses. Teacher tells students they are now going to listen to a specific type of English. Teacher also reminds them that they do not have to understand every single word, but to understand what is going on. Teacher plays the recording and asks if they have any guesses. ‘Give me some example words from the audio, some words that are in particular context’. Teacher expects to hear words like “May Day, position, see the ground, aircraft type, altitude” (Note: Teacher plays the recording twice if the students can not guess the type of English they hear and if they can not give some words as expected).
Teacher clarifies that there is a problem with the landing in the audio. Furthermore, teacher explains that some words and phrases in the recording are universal such as 'TJB', 'May Day'
Teacher gives hand-outs to the students which include some statements related to the recording and students are asked to tick the correct one. After the listening, teacher tells them to work on the correct statement in three groups (5 people in each group). 'Please focus on the recording and try to find the correct statement. Teacher, then reads the statements aloud and stop at each statement to each the students' answers. Then, teacher gives explanations on true statement. After this, True/False statement activity sheets are given to the students. 'Before listening the recording twice, please read the statements and during the listening try to find true and false statements'.
After listening to recording twice, teacher asks students to work with their groupmates on answers. 'Now please discuss on the statements with your groupmates and decide on true and false statements'. (Note: As it is a long listening activity for this level, teacher may feel necessity to play it in 'chunks' for the third time by pausing after each answer (until third statement).
After checking students' answers, teacher asks them why they are learning English. 'English is a global language and people learn English for different purposes. My question to you is that what is your reason to learn English?' Teacher asks them to discuss this question with their group mates and if time allows, teacher lets them to share their ideas with the whole class. (Note: As the listening section may require more time than expected, this section may be omitted)