TEACHING PRACTICE POINTS

Link to teaching material:

https://drive.google.com/drive/folders/
19n1IHBfOcrjX77ajyEEh0SodZ7xnDMsa?usp=sharing

Below are TP points for TP 1-4. After TP2, we will take a step back to help you
plan more independently, but for now, please follow these points closely. You’ll
be teaching in the order given in the points and this will be switched around as
the course progresses. Reference to page numbers given are from the Student
Book unless otherwise stated.

Please read the TP points below for your teaching practice classes according to
your letter.

NB: Students DON’T have copies of book.

Materials for TP (Coursebooks) in the link above.

Pre-lesson Read the teacher’s notes for the page you have to teach.
preparation Do all the activities yourself and check the answers.
Prepare a handout for the students, adapting the book as
needed
Put references on ALL handouts for the students.
Find the audio and listen to it if you have a listening task.

Abbreviations:
TTT – test-teach-test (a technique to teach grammar or vocabulary)
Ss – students
S – student
T – teacher
WG – whole group
ICQ – instruction checking questions
CCQ – Concept checking questions
BORs – Breakout rooms (Zoom)
MPF – meaning, pronunciation, form
ECDB – elicit, check meaning asking CCQs, drill, board (= show written form)
WB – workbook
TL – Target language (the vocab/grammar/functions you will be teaching)
TP1: Thursday 5th October – A & B

Level: Elementary
Book: Speak Out Elementary
No. of Teachers: 2 x 45mins

Teacher: A – Listening & Speaking

Main Aims
Skills Listen for gist and specific information / speaking
Language Pre-teach lexis

Materials: SB Unit 1 pg 8. Exercises 1-2.

Possible staging:

1) Greet students and try to learn their names.

2) Create interest in the topic of the lesson.
3) Lead in – exercise 1.
4) Listening. Exercise 1. Set gist task (A) and have students listen for
gist.
5) Feedback
6) Set task for listening for specific information (B) and have students
listen for specific information.
7) Have students compare answers in pairs (they can do this in
breakout rooms), followed by open class feedback.
8) Give students a copy of the tapescript to the listening (page 169 of
the SB) and get them to listen and read,
9) Create a freer speaking activity in which the students greet and
introduce each other. Monitor during this stage. (they can do this in
breakout rooms),
10)Feedback on language and content.

Teacher:B. Grammar & Speaking

Main Aims
Skills Speaking
Language Clarify the verb ´to be´ (affirmative, negative and
interrogative)

Materials: SB Unit 1 pg 8. Exercises 3.

Possible staging:
 1) Greet students and try to learn their names.
2) Create interest in the topic of the lesson.
3) Lead in – make a connection with the previous lesson
4) Clarify the form, meaning and pronunciation of the verb ´to be´
using example from the listening as marker sentences
5) Get students to complete Table 3A to check students´
understanding of form.
6) Have students compare answers in pairs (they can do this in
breakout rooms),
7) Get feedback and check / correct any mistakes or pronunciation
problems.
8) Students then complete exercise 3B.
9) Have students compare answers in pairs (they can do this in
breakout rooms), followed by open class feedback.
10)Get students into pairs to perform the dialogue (they can do this in
breakout rooms). Monitor and note down any problems.
11)Give open class feedback and address any problems with meaning,
form and pronunciation.

Saturday 7th October – C & D

Teacher: C Vocabulary & Speaking

Main Aims
Skills Speaking
Language Clarify the meaning, form and pronunciation of
countries and nationalities

Materials: SB Unit 1 pg 9. Exercises 5A / 7A / 7B.

Possible staging:

1) Greet students and try to learn their names.

2) Create interest in the topic of the lesson.
3) Lead in – brainstorm countries
4) Get students in pairs to do the quiz (5A). They can do this in the
breakout rooms.
5) Get feedback in open class. Deal with any mistakes and
pronunciation problems.
6) Present the countries mentioned in the quiz (and add some more).
Then elicit the nationalities. Write them down.
7) Clarify the correct pronunciation by highlighting word stress and
drilling.
8) Get feedback. Correct any problems.
9) Get students individually to do exercise 7A. Monitor and help the
students.
 10)Get students into pairs to do exercise 7B (they can do this in
breakout rooms),
11)Monitor and make notes on what language the students are
producing and on errors.
12)Get whole class feedback and deal with any language problems.

TEACHING PRACTICE POINTS

Level: Elementary
Book: Speak Out Elementary
No. of Teachers: 3 x 45mins

Teacher: D Reading & Vocabulary

Main Aims
Skills Reading / speaking
Language Vocabulary

Materials: SB Unit 1.2 pg 10. Exercises 1-2.

Possible staging:

1) Greet students and try to learn their names.

2) Create interest in the topic of the lesson.
3) Lead in
4) Present vocabulary Ex. 1A. Convey meaning by getting students to
match the vocabulary and the pictures (they can do this in breakout
rooms).
5) Get class feedback.
6) Clarify the form and pronunciation.
7) In breakout rooms, students do exercise 2A in pairs. Monitor.
8) Get feedback on what students think is important to take. Do any
necessary error correction.
9) Set task for reading 2C. Students do this individually.
10) Get students to compare (they can do this in breakout rooms).
11) Get feedback in open class.
12) Set up task 2D. Students do this individually and then compare
answer in pairs (they can do this in breakout rooms). Monitor.
13) Get feedback in open class and make any corrections necessary.
Tuesday 10th October – E & F

Teacher: E Grammar & Speaking

Main Aims
Skills Speaking/listening
Language Clarify this, that, these and those

Materials: SB Unit 1.2 pg 11. Exercises 3-6.

Possible staging:

1) Greet students and try to learn their names.

2) Create interest in the topic of the lesson.
3) Lead in – make a connection with the previous lesson
4) Set up listening Ex3A; Students listen.
5) Get feedback in open class.
6) Get students in pairs (in breakout rooms) to do Ex3B. Monitor as
students do it.
7) Play the audio. Students check their answers.
8) Get feedback from the students in open class.
9) Check students understanding of meaning by getting them to do
Ex4A.
10) Get feedback and clarify form and pronunciation.
11) Set up Ex6. Students work in pairs (this can be done in breakout
rooms) to ask each other ´what is this in English?´, what are these
in English?´, etc. Monitor.
12) Get feedback in open class deal with any language issues.

Teacher: F Grammar & Speaking

Main Aims
Skills Speaking
Language Clarify the meaning, form and pronunciation of
possessives

Materials: SB Unit 1.2 pg 11. Exercises 5A / 5B .

Possible staging:

1) Greet students and try to learn their names.

 2) Create interest in the topic of the lesson.
3) Lead in. Make a connection with the previous lesson.
4) Use marker sentences from Ex3B to present the possessives.
5) Clarify the meaning, form and pronunciation of the possessives.
6) Get students to do Ex5A in pairs (use the breakout rooms).
7) Get feedback in open class. Deal with any problems.
8) Get students to do Ex5B in pairs (use the breakout rooms).
9) Get feedback and deal with any problems.
10) Set up the activity on page 149 of the photocopiable material.
Students do it in pairs. Monitor.
11) Get feedback in open class and deal with any language problems.

TP2: Thursday 12th October A & B

Level: Elementary
Book: Speak Out Elementary
No. of Teachers: 3 x 45mins

Teacher: A. Vocabulary & Speaking

Main Aims
Skills Students speak and listen to each other
Language Clarify words to describe places in cities.

Materials: SB Unit 1.3 pg. 12 Exercises 1A/1B.

Possible staging:

14)Create interest in the topic of the lesson.

15)Presentation of places in a city (include the ones mentioned in the
book, and include maybe 8 or 9 more). Show students pictures of
the places and get them to match with the vocabulary. As in Ex.1A.
Clarify meaning, form and pronunciation.
16)Ex. 1B. Get students to match items with the places you presented
in 2). Clarify meaning, form and pronunciation.
17)Set up Ex.1D. Students in pairs/groups do the exercise. Monitor and
note down any errors to be addressed in delayed feedback.
18)Create a freer practice activity for students to practice the today´s
vocabulary. Monitor and get feedback.
 Teacher: B Listening & Speaking

Main Aims
Skills Speaking and listening
Language Prices and making requests

Materials: SB Unit 1.3 pg 12. Exercises 2A/2B/3A/4A .

Possible staging:

1. Lead in – make a link to previous lesson.

2. Set up listening 2A. Students listen. Pair check and then get
feedback.
3. Set listening 2B. Students listen and then get them to pair check.
4. Show students the tapescript and get them to listen and read.
5. Get students to complete Ex.3A. Get feedback. The students can
then practice the 3 phrases in pairs. Do any correction necessary.
6. Clarify the meaning, form and pronunciation of the requests.
7. Setup Ex.4A. Students do it in pairs. Monitor and make a note of
any errors to be used in delayed feedback.

Tuesday 17th October - C & D

Teacher: C Listening & Vocabulary

Main Aims
Skills Speaking and listening
Language Clarify prices

Materials: SB Unit 1.3 pg. 13 Exercises 6/7/8.

Possible staging:

1. Lead in – make a link to the lesson on requests (11/9).

2. Clarify the meaning, form and pronunciation of the numbers
students will need in this lesson (50, 75, etc)
3. Set up Ex.6. Students listen and do the exercise. Students check in
pairs. Get feedback.
4. Clarify meaning, form and pronunciation of prices. Correct if
necessary.
5. Set up Ex.7. Students do it in pairs. Monitor and make notes of
errors for delayed correction.
6. Set up Ex.8. Students do it in pairs. Monitor and make notes of
errors and problems
 Teacher: D Vocabulary & Speaking

Main Aims
Skills Speaking
Language Present and practice hotel vocabulary (reservation, 2
nights, room, restaurant, keycard, wifi code,
breakfast, booking form + other hotel vocabulary)

Materials: SB Unit 1.4 pg 14. Exercises 2A .

Possible staging:

8. Lead in – introduce the topic of the lesson (maybe get students

discussing the topic)
9. Present and clarify the meaning, form and pronunciation of the
language.
10. Get students to do some controlled practice of the target language
11. Get feedback and deal with any problems with the language.
12. Get students to do semi controlled practice of the target language.
13. Monitor and deal with any problems in delayed feedback.

Thursday 19th October – E & F

Teacher: E Listening & Functions

Main Aims
Skills Speaking and listening
Language Clarifying functional hotel language

Materials: SB Unit 1.4 pg 15. Exercises 4A/4B/4C/5 .

Possible staging:

1. Lead in – make a link to previous lesson and establish the context

of the lesson (hotels)
2. Present and clarify the meaning, form and pronunciation of the
language in Ex.4A.
3. Set up Ex.4A. Students do it in pairs.
4. Ex.4B. Students listen and check answers to 4A. Get feedback and
deal with any problems with pronunciation.
5. Set up 4C. Students listen and complete.
6. Give students the tapescript. They listen and read and check their
answers to 4C.
7. Students can practice doing the conversation from the tapescript.
Monitor and deal with nay problems in delayed feedback.
8. Set up Ex5. Students prepare and then complete their partners
information. Monitor and make notes to address in feedback.
 Teacher: F Reading & Writing

Main Aims
Skills Speaking, writing, and reading
Language Personal information vocabulary

Materials: SB Unit 1.4 pg 15. Exercises 6B .

Possible staging:

1. Lead in – make a link to the previous lesson and set the context.
2. Get students to look at the form in 6B. Check that students
understand the vocabulary in the form. Clarify the pronunciation of
the vocabulary.
3. Ex6B. get students to complete the form individually. Give a time
limit. Get feedback by asking them questions (what is your
surname? Where are you from? Etc)
4. Present the questions you asked (it doesn´t have to be for all the
information in the form.). Clarify meaning, form and pronunciation
of the questions.
5. Give students forms and they have to complete the missing
information about their partner. Monitor and make a note of any
problems to address in feedback.

COURSEBOOK: SpeakOut Elementary 2nd Edition

Important:

● Try to arrive 15 minutes before TP starts.

● Ss don't have a copy of the book. All activities, texts, scripts etc that you will
use must be on slides and/or handouts, and shared with learners.
● Main aims are important and must be achieved; subsidiary aims are less
important
● Liaise closely with your colleagues to ensure that the students get a
cohesive 2 hour 15 minute lesson
● Make sure you’ve done your language research and work through all the
materials yourself at the preparation stage to help you anticipate problems –
this is key and should always be your first step.
 ● Make sure you know what your peers will be teaching in general.

● In case of emergencies, be prepared to change the order of who goes first,

second and third.
● Remember to prepare thoroughly for GLP (Guided Lesson Plan) after TP
feedback. We will go over the doubts of those teaching next.

N.B.: The procedures and stages below are only suggestions. You must retain the main
aim, but you can adapt the coursebook material, and / or use other material if you see fit.

Tip: Take a look at the workbook too, sometimes it has some nice activities which can be
used as practices.

Abbreviations:
TTT – test-teach-test (a technique to teach grammar or vocabulary)
Ss – students
S – student
T – teacher
WG – whole group
ICQ – instruction checking questions
CCQ – Concept checking questions
BORs – Breakout rooms
MPF – meaning, pronunciation, form
WB – workbook
TL – Target language (the vocab/grammar/functions you will be teaching)

TP3: Saturday 21st October – A & B

A – Reading, p. 18, ex. 1

B – Writing. p.19, ex. 7

Tuesday 24th October – C & D

C – Grammar & Speaking, p.19, ex. 3, 4, 5 c-d

D – Listening & Speaking, p. 20, ex. 2-3 + fluency activity

Thursday 26th October – E & F

E – Vocabulary & Speaking, p.22, ex. 1

F – Listening & Functions, p.22, ex. 2, 3