Rana Rana

Teaching Practice 3
A2 - Elementary level


In this lesson students learn functional language in the context of taking phone messages. T first sets the context, pre-teaches essential vocabulary; then sets a simple task (gap-fill), plays the CD and sts listen for specific info. Peer check Then T goes over the answers with the WC. As a further testing of sts' understanding, another gap-fill exercise is done (PW). T monitors and writes some useful expressions on the WB while sts peer check. Then we check answers as WC and clarify any problems. During WCFB, T drills on speaking and pronunciation. Sts are asked to practice the conversation on the gap-fill HO in pairs. Finally, sts are given role cards and message templates. After T demonstrates what to do, sts mingle and role-play, leaving and taking phone messages.


Abc Gap-fill

Main Aims

  • To present and practice functional language to take and leave phone messages. By the end of the class, sts should be better able to take a phone message.

Subsidiary Aims

  • To give students practice speaking and listening for specific information.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will set the context by giving a scenario about calling my husband and talking to his secretary. I will elicit from sts: leave a message / take a message. Then I will write the lesson title on the WB: Leaving + taking phone messages.

Pre-listening (2-3 minutes) • To set the specific context of the listening

Characters Paul and Rocio are introduced. We establish that Rocio is calling, and Paul is taking a message. Set the first task. "Listen to Rocio and Paul's conversation. And fill what's missing."

Listening for specific information (4-5 minutes) • To provide a context and model for the target language through a situation in audio recording

Play the CD. Sts will fill gaps on HO. Peer check, then class check answers.

Focus on useful language (4-5 minutes) • To introduce the meaning, form and context of the target language: Useful expressions

Set the task. Sts will read the conversation while listening to the conversation and UNDERLINE some useful expressions Tell them you think there are 7 or 8 useful expressions in there that they could use in other phone conversations. Play the CD. Let sts complete the task. Peer-check, then WC check.

Clarification/Checking understanding (6-8 minutes) • To check understanding of the target language / clarify meaning and form

Sts will do another gap-fill exercise in pairs, completing missing parts in the script of a phone conversation. When they finish, they peer-check. During WCFB, I write some of the expressions on the WB. Drilling on these expressions... Pronunciation practice... Disappearing words on WB and sts repeat expressions.

Controlled practice (3-4 minutes) • To concept check and prepare students for more meaningful practice

Sts will practice, in pairs, the conversation that they have just completed in the previous stage.

Role-play (15-17 minutes) • To provide students with a semi-free practice of the target language

I will explain the task and demonstrate it for sts. Male students will choose a card from the blue pile and female students will choose a card from the pink pile. All students will take a message sheet. The cards will tell them who they are, what their phone number is, who they want to talk to and what their message is. They will walk around the classroom, having imaginary phone conversations with each other and leaving a message for the person they wanted to talk to. The other person will write down the message. Each st will have to call at least 4 people and leave a message. That means each student will also have to take 4 messages.

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