Sabina Sabina

Teaching practice 1
Pre-Intermediate, A2 level


In this lesson, students practice listening for gist and specific information and revise adverbs of frequency and time expressions. At the beginning, they learn the lexis related to the listening activity, and within the former they listen for gist and specific information. After that, the exposure to adverbs of frequency and time expressions is given, with a special attention to their place within a sentence, after which students do an exercise on grammar from the course book.


Main Aims

  • To provide review and practice of Adverbs of frequency and time expressions in the context of Society

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about A woman talking about people she knows in the context of Society


Lead-in (3-5 minutes) • To introduce the subject and generate interest

I will draw six names on the board, including my own and Tarkan's (Turkish pop star) and ask the student guess the connexion between the names in pairs. Then, I will ask them to share their ideas with the class, and help them with the answer - "Six Degrees of Separation". I will ask them if they know what it is and make them discuss their ideas in pairs, in case I see them keen on talking, or make them guess as a whole class discussion. After eliciting the right answer, I will write it on the WB and ask some of the students to provide their opinion whether they agree with the theory or not.

Introduction to the topic (4-6 minutes) • Introduce the lexis of the listening

As a bridge with the previous exercise, I will point to one of the name on the WB, connected to mine, and ask try to elicit the word "friend". The same way I will elicit the 5 new words from the exercise 2 on the page 10 of the book, and then do ECDW(s). During the activity I am going to use flash cards arranging them on the WB.

Listening for gist (5-8 minutes) • Practise listening for general information

I will write 5 names from the diagram on the page 10 on the WB and ask student if they can guess the connection of all that people to Becky. Then, asking them if they want to find it out, I will show them the page 10 of the book, draw their attention to the diagram of Becky and give instruction. After that, I will distribute the HO and play the recording once. When they have listened I will put them in pairs to check the answer and them make some students come up to the WB and draw the right answers for everybody to check.

Listening for specific information (5-7 minutes) • Practise listening for specific information

As a bridge to the previous exercise, I will ask them the questions from the exercise 3 and the a ask them to listen to the recording again and answer the questions in exercise 3 on the page 10. Before listening I will give them 30 seconds to read the questions. Then, the students check the answers in pairs, and after that, I elicit the right answers.

Jumbled sentences (7-12 minutes) • To review adverbs of frequency and time expressions

I will put flash cards on the board and make the students in pairs guess the right word order. Then I will elicit adverbs of frequency and draw a line on the WB. The same procedure with time expressions, which I am going to elicit and draw attention to their place in a sentence

Grammar practice (7-10 minutes) • To practise adverbs of frequency and time expressions

Students do the exercise 4 on page 133. Then, check in pairs, then, with the teacher. If some time left, I will give them flash cards with an adverb of frequency or a time expression and they make a sentence of their own using the given word.

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