New lesson plan: Copy of TP 3

Kasia Smith

Copy of TP 3 - Upper-Intermediate level

Copy of TP 3
Upper-Intermediate level

Description

In this lesson, the students listen to a listening text, a conversation, and then get to work on the sub-skills of listening for gist and listening for details by listening to it twice. Once done with the listening task, the students are exposed to a new language, namely different forms and uses of "look", through the same listening text. Then, the new language is taught and the students get to practice it through

Materials

Gist questions

specific info questions

Discussion questions

Gist questions

specific info questions

Discussion questions

Main Aims

To help students to develop their listening skill both for gist and specific information

Subsidiary Aims

To expose students to some vocabulary through the listening text and help the them to learn

Procedure (33-41 minutes)

Lead-in (5-6 minutes) • To set the context and prepare the students for the listening

The teacher starts talking about his dilemma about what to wear to a friend's wedding reception and asks the students for some advice. The teacher might point out how differently men and women think about dressing.

Listening for gist (4-6 minutes) • To help students develop their listening for gist sub-skill

--The teacher gives out the question HOs and has the students have a look at the questions before they listen to the recording. The students should answer the questions by the time the conversation is over. --The students compare their answers with their partner.

Listening for specific information (5-7 minutes) • To help students to develop their sub-skill of listening for details

--The teacher provides the students with another question sheet, where they will come up with specific information from the text. He has the students have a look through the questions before listening to the conversation. --The teacher plays the recording again and asks the students to answer the questions by the time the conversation finishes. --When the recording comes to an end, the teacher has the students to compare their answers with their partners.

Exposure to new language (5-6 minutes) • To expose and prepare students for some new vocabulary through the listening text

The teacher asks the students to listen to the text for the third time and try to write down as many phrases containing different forms of the word "look" as they can. The students may be put in groups of three or four to do this activity in group. The teacher makes this activity a contest by announcing the group with the largest number of correct answers as the "winner". To do this, once the recording has played, the students have to put up their papers up and stop writing. The answer sheets will then be put on the board and will be compared by the correct answers provided by the teacher.

Teaching the new language ( Vocabulary ) (7-8 minutes) • To teach and analyse the new vocabulary

The teacher starts presenting the vocabulary on the board by drawing a word map on the board eliciting the different parts of speech of the word "look". The teacher may use some slides in the concept checking stage of the presentation if need be. "to have a look", "to get looks", "by the look of it", " a ...... look", "to look one's best", and " ......-looking" are the vocabulary items which will be covered here.

Semi-Controlled Speaking Practice (7-8 minutes) • to give students extra practice to use the new language

The teacher gives the students discussion question handouts, so that they will discuss the questions and probably use the new language they have been introduced to in the previous part.