New lesson plan: Michael Plan 6

Michael Clayton

Michael Plan 6 - B1 level

Michael Plan 6
B1 level

Description

In this lesson, students listen to a rather extensive recording and complete gist, detailed, and specific tasks. The lesson is completed with a productive listening task.

Materials

Powerpoint

Gist task handout.

Specific reading task answers

Specific reading task handout

Detailed listening handout

Productive task handout

Powerpoint

Gist task handout.

Specific reading task answers

Specific reading task handout

Detailed listening handout

Productive task handout

Main Aims

To provide gist, specific information and detailed listening practice using a text about foreign foods in the context of box lunches

Subsidiary Aims

To provide speaking practice in using food-related language

Procedure (39-58 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Put pictures of Indian and Japanese box lunches on the board. Ask students to discuss with their partners how they think the food looks and if they would you like to eat it?

Pre-Listening (5-10 minutes) • To prepare students for the text and make it accessible

Pre-teach blocking vocab via eliciting: efficient, wrapped, ready-made. Efficient: M: if something works well, we call it _________. F: The system is efficient (adj). (CCQ part of speech) P: ɪˈfɪʃənt. Note the pronunciation of the "c" and the second syllable stress. Wrapped: M: before we put something in the refrigerator we _______ it. It is ________. (mime). F: The food is wrapped (adj). P: ræpt. Note the silent "w" and the pronunciation of "ed." One syllable, not two. Ready-made: M: Some food we cook at home. Other food we don't we don't have to cook because it is _________. It is already cooked for us, or ___________ F: Not necessary because definition is in the word itself. P: Not necessary because students already know both words.

While-Listening #1 (5-8 minutes) • To provide students with less challenging gist information listening task

Distribute gist task activity and have students listen once to the recording. Follow with PC and WCFB by nominating a student. Write answers OB.

While-Listening #2 (10-14 minutes) • To provide students with more challenging specific listening task

Distribute exercise 2 from Global Intermediate page 60. Instruct students to mark T for tiffin and B for bento. Pair check. "Run and report" for WCFB. Instructions: Go out the door and look to your left. You will see a piece of paper taped to the wall. Pull back the green piece of tape and read the answer to question #1. Come back and tell us what the answer is. ICQ: Where is the piece of paper? Are you going to bring the paper inside? Are you going to tell us all of the answers?

While-Listening #3 (8-11 minutes) • To provide students with a more challenging detailed listening task

Handout ex 3 from Global Intermediate pg 60. Play the recording for Ss as they fill in gaps individually. Check in pairs before WCFB via unfolding paper. Play the recording twice if necessary.

Post-Listening (8-10 minutes) • To provide Ss an opportunity to respond to the text and expand on what they've learned

Rearrange chairs so that each student sits face to face with another student. Give students 3 minutes to answer the first question with their partner before rotating to the next seat to answer question 2 with a new partner. (Think speed dating.) Monitor and continue until 3 minutes before the end of class. Give delayed FB OB.