Ali Ali

Copy of Teaching Practice 5
Elementary level


In this lesson, students practice all listening task stages (Pre/While/Post) using a text about places in a town or the country. Generally, in the Pre-listening stage, Ss review 'sentence stress' and in Post-listening stage, Ss get ready to speak about one of the places (introduced in the lesson) they would like to visit. Firstly, students talk about the places shown in ex 1 and describe what they can see in each photo. Then, the teacher reminds Ss what sentence stress is and they find out the words that are stressed in a sentence. The teacher pre-teaches blocking vocabularies and then as gist listening, Ss listen to the recording and match three conversations with the questions in ex 4 and the photos. In finding specific information stage, Ss match three of the sentences in ex 3a with each place. I design a detailed listening activity as well in which Ss listen again and make some notes about what make the places interesting to visit, therefore, Ss get ready with the upcoming grammar point (i.e. There is.../There are...) in the next lesson. Finally, the students do a follow up task that gets Ss to use their speaking productive skill and talk about one of the places they would like to visit. In addition, the justify their reasons as well so they get connected to the topic of the listening text perfectly.


Main Aims

  • To provide gist, specific information and detailed listening practice using a text about places in a town or the country in the context of sightseeing and travel.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel to one of the places they heard about in the listening task.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- I get Ss to focus on the photos. (Auckland, Keswick and Eyeries, don't tell them the names) - I ask Ss if they know where these places are. - I note the pronunciation of Auckland, Keswick and Eyeries. - I elicit which is a big city/ a small town/ a village. * To elicit 'village', I show the photos of some villages in Turkey and I make gestures to show a village is smaller than a town and city. - I drill 'village' with the class (MPF). - I get Ss to work in pairs and discuss what things they can see in each photo. - I get WC feedback and elicit: * 'the sea' and 'flats' from Auckland * 'a lake' and 'mountains' from keswick * 'a road', 'houses' and 'a bar' from Eyeries

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- I write the first sentence from ex 3a on the board and ask them to tell me which words are stressed (the important ones/the ones that carry meaning). - I tell Ss that they're going to listen to sentences from three conversations about the places in the photos. - I give Ss the HO of the activities in the coursebook. - I play the recording 5.1, Ss listen and read noticing the stressed words. - Then, I ask Ss to give me examples of nouns, verbs and adjectives from ex 3a. - I get Ss to work on their own, look at the sentences in ex 3a and answer the question in ex 3b. - Then, as FB, I ask the WC to give me some rules about the stressed words in a sentence (Nouns, adjectives and negatives carry information so they're stressed. Main verbs and negative to be verbs are stressed) - I pre-teach blocking words: 'B-and-Bs (bed and breakfasts)', 'It sounds great/nice.', 'New Zealander', 'Friendly' * I give a HO to each pair. They match the words with their definitions and then I check their answers with the class.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- I check Ss understand that they have to match the three conversations A-C to the photos and to the things people talk about 1-3. - I ask some ICQs to make sure Ss know what to do. - Before playing the recording, I let Ss read the questions and then, I play the recording 5.2. - Then, I let Ss check their answers with their partner. - As FB, I check answers with the class (Nominating).

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

- I focus Ss on sentences 1-9 in ex 3a. - In pairs, Ss match each place (Auckland, Keswick, Eyeries) with 3 of the sentences in ex 3a. - Then, I play the recording again. - Firstly, I let Ss check their answers in pairs and then, I get each pair to check their answers with another pair. Finally, I show the AK on WB. - Since the book hasn't prepared a detailed listening activity, I have design one: * Ss listen again and answer the question on WB (What are there/is there in these places that make them interesting to visit?), they must take some notes while listening. * After each section, I pause and check the answers with the class. * I focus on useful grammar which is There is/There are... and I try to make the sentences starting with this grammar (To get Ss to see the upcoming grammar point.)

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

- I get Ss to work in groups of 3. - They discuss which place they would like to visit and why. - I set 4 minutes time to let Ss discuss, while they are talking, I monitor them and write down some of their errors. - Then, as FB, I ask a student in each group to share their answers with the class again giving reasons for their choices. - I get Ss to find out which place is the most popular. - I write some of Ss' common errors on the WB. I get them to correct them in pairs. Then, I check them with the class.

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