Sara Dehimi Sara Dehimi

Teaching Practice 4
Intermediate B1 level


Abc Course Book

Main Aims

  • To provide gist and detailed listening in the context of a lecture. And present the functional language in context via a conversation.

Subsidiary Aims

  • Speakig for accuracy
  • Speaking for accuracy.Allowing the students to have an opportunity to use language in a meaningful, real-world context


Lead-in (4-6 minutes) • To set lesson context and engage students and make them interested in the new unit's topic.

-In order to preaper the students to listen, I stick a picture on the WB. Ask the students to have a look at it and tell me, what do they see; giving specific questions such as: " who are the people in this picture?, Where are they? and to elicit the "lecture" from them, I'll ask: " What do you think they are listening to? - And to put them in a position to predict what's coming and frame their thinking, I'll ask them " What do you think the lesson is about? - In an attempt to engage the students, I personalize the questions. For example, " (back to university days) At the university, what was your favourite subject, and why?"

Pre-Listening (10-12 minutes) • To prepare students for the listening task and make it accessible.

- I give the students a short matching activity dealing with the words from the listening that might be trouble the students to make it more understandable. - Because my aim here isn't vocabulary, I will hand the students an answer key sheet (dealing with meaning), I'll also deal with pronunciation for these words and drill them in a more natural and accurate way, providing their part of speech and drill the students.

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

- Before playing the listening track, I hand the students out with an activity ( true or false). - I play the track again to give the students an opportunity to better understand and to check their answers. - I show the students a picture ( Confusius) and ask them who is it? Here, they are likely to answer correctly. - I'll provide then a key answer sheet for this activity.

While-Listening #2 (6-7 minutes) • Language Focus: Draw the students' attention to the itmes of functional language.

- I regroup the students, making sure that they will interact with other partners during the stages of the lesson, then in pairs, they're asked to do a matching activity (1p26) " general statements and examples". Then, they will check the answer as a WC. After that, a key answer sheet is provided. -Students are asked to do activity 2 on page 26, where they're asked to underline the phrases used to make generalstatements and the phrases used to give examples in the sentences of the previous activity. - Students check in pairs, then to hilight thoses phrases, I write them down on the WB.

Post-Listening " Speaking" (8-10 minutes) • To allow the students an opportunity to use this langauge in a maningful, real-context.

- In pairs, the students are asked to to do activity where they're going to to choose between two tasks provided and tell their partners about it. They are asked to use the phrases learnt providing examples. - I`ll provide the students with an example to clarify the task they`re asked to do. E.G: ( the statment): I have a dirty and a smelly firend. (The examples): - He wears the same clothes for over a week. - He takes a shower once in to weeks - I'll monitor them carefully, correcting them, ad making sure they're using the target language. - If time allows, and in order to give them more speaking practice, students exchange what they have done with different partners in a WC.

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