Rustam Rustam

Teaching Practice 3
Pre-Intermediate, Inside-Out level


In this lesson students practice listening for specific information as the main subskill in developing receptive skills. Students also get familiar with lexis related to informal language and then practice speaking for fluency.


Abc Copies of the textbook
Abc Teacher's notes

Main Aims

  • To provide listening for specific information.

Subsidiary Aims

  • To provide practice of informal language
  • To provide freer speaking practice for fluency.


Lead-in and context setting (5-8 minutes) • To get students engaged with the topic

Teacher starts by telling a short story about his/her last holiday in Ibiza, but s/he doesn't name the place. By giving students a few prompts, like "night clubs, beaches and electronic music" teacher elicits word "Ibiza". Students are then paired to discuss advantages and disadvantages of living in a place like Ibiza, famous for its nightlife and popular with tourists. Instructions: "In pairs, discuss advantages and disadvantages of living in a place popular with tourists"

Pre-listening stage (3-5 minutes) • To get students prepared for the listening exercise

Teacher puts the pictures of three people on the board and instructs students to guess who said each of the following in the first exercise. Students work in pairs and share their opinions. Instructions: "Have a quick chat and guess who said the following; Josh, Saskia or Antonio.

While listening (10-15 minutes) • Listening for specific information

Students listen to the recording once. Mark their answers and then check them with their partners. Instructions: "Listen and answer the questions". Students are then given the second listening exercise. At the end of this exercise, answers are checked in class, with teacher asking CCQs. Instructions: "Listen again and put true or false next to each question"

Lexis focus (3-5 minutes) • To provide lexis practice related to informal language

Students are put into 3-4 groups, depending on the class size. Each group receives two sets of paper strips with the target language written on the first set and defining sentences on the other. Groups are instructed to match each sentence from one strip with the relevant sentence in the other. The group which finishes first, runs to the board and sticks the answers. Instructions: "Match sentences with their definitions"

Lexis check (3-5 minutes) • To check students understanding and pronunciation of the new lexis

Teacher asks a few CCQs: e.g. for the phrase "I'm skint" teacher may ask: "Do I have money now?" At the next stage, students practice pronunciation.

Post-listening stage (5-10 minutes) • To provide students freer practice to develop their productive skills (speaking)

Students are paired and talk about the things they choose from the given exercise. Teacher monitors. Instructions: "From the list choose the things you want to talk about and talk to your partner"

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