Muhammad Jamil Muhammad Jamil

Teaching Practice (TP 8)
Upper-Intermediate level


In this lesson the students will focus on receptive skills of listening with its sub-skills. Besides this collocations and speaking as a productive skills will be the sub-aims. In this session, students will be lead into the topic (Phoenix) by showing them two pictures of old legends, the legend of Robin Hood and later the legend of phoenix. This will act as a lead into the main topic. As pre-listening task, collocations will be introduced and practiced. Later listening will be done with its sub-skills to achieve the main goal. At the end, students will talk about the legend of phoenix for free speaking meant for fluency.


Main Aims

  • • to provide practice of listening and its sub-skills (listening for detail and marking true / false) by listening to an authentic audio script

Subsidiary Aims

  • to give the practice of correct use of collocations and speaking as a productive skill.


Lead-in / Introduction (6 minutes) • to set the lesson context and engage the students in the context before listening to the text.

Show two pictures of two old legends to set the context. The first picture is the legend of Robin Hood and the second one is Phoenix, the legendary bird. Ask students to predict about the stories of these two legends. Write the points on the WB if there are any. When the points have been noted, give a brief introduction of these two legends making the students know that legends are old stories that might be true or otherwise. This will set in the context that the students are going to listen something about the legend.

Pre-Listening / Language analysis (10 minutes) • to introduce students with language collocations and their use in the context of the verb "rise"

First, write the word collocation on the board and ask students if they know anything about it. They will give us some ideas write them on the board. Introduce the collocations with examples referring towards the combinations of the words. Extract the definition of collocation from the sentences. To give them a practice, ask students to give collocations for the verb "have" have a bath have a holiday have a drink have a problem have a good time Then give them the verb "do" to make collocations do business do homework do the shopping do your best Tell them that these combinations of words are set and can't be reversed or changed. Have them look: 1. What do you (do / make) for your living? 2. What do you do in your (free / loose) time? 3. My brother (makes / does) shopping. Make them clear the difference between the verb rise and raise. Finally, give them the handout and let them complete the exercise (on collocations)

While-Listening / listening for specific information(true / false) (9 minutes) • to provide students with less challenging listening for specific information

Before you give the next handout, chest the HO and give them instruction that this listening is about a legend (they have already discussed before) Phoenix. But, before the listening, read the sentences (given in the handout) and mark them True or False buy guessing and predictions what the story might be. Students will work in pair and share their ideas with their partners. Now play the tape and have them check the answers. Ask each pair to give the feed back. Post the key on the board to check the answers. Key: 1. T 6. F 2. F 3. T 4. F 5. T

While-Listening / Listening for detail comprehension (10 minutes) • to provide students an opportunity for detail comprehension of the listening text.

Show them the handout and explain that they are going to listen again the text and answer the question given. Let them read the questions before playing the listening. Give them instructions to discuss questions with the partners in case any misunderstanding. Play the tape and sit on the chair.and let them complete the activity. Questions: Why was the phoenix overjoyed? Why were children always chasing the phoenix?..... After the listening, get the feedback. At the end show them the key to check their answers.

Post-Listening / Speaking as productive skill (10 minutes) • to provide students an opportunity speak for fluency in the context given in the listening text.

Put the students in groups of three each. Write the topics to be discussed on the board. Tell them that discuss these topics within the group. 1. Why are legends important in our lives? 2. What is the lesson in the legend of Phoenix? 3. Do you know any legend in the Turkish folklore? Students will discuss in the group. While they are discussing, go around the group and check if they are talking. Help and prompt those who are not talking to give them start. Monitor for any language issues. At the end of the discussion, get the feedback.

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