Zeynep Kesici Zeynep Kesici

Been there, Got the t-shirt!
Upper-Intermediate level

Description

In this lesson, students will learn about certain activities that people wish to do in their lifetime. Students will be asked to make their own list and compare them with the results of the poll. In their groups, they will discuss which activities they would like to do and which they wouldn't. Students will then listen to three people talking about their activities. They will first listen to the track for the gist and then for more detailed information. After completing the questions, students will discuss which of the three activities is more exciting and why. If there is enough time, students will finally play a game during which they will need to describe their activity to their peers in small groups.

Materials

Abc Listening Task
John & liz soars, (2014), new headway 4th edition upper intermediate ss book, oup Power Point Presentation
Abc Answer Key
Abc Matching Vocabulary
Images.google Further speaking task

Main Aims

  • To provide gist and detailed listening practice using a text about interesting activities people do in the context of travelling

Subsidiary Aims

  • To provide speaking practice for fluency in a conversation in the context of travelling and activities people want to do before they die.
  • To provide review and practice of the vocabulary centred around different activities in the context of travelling.

Procedure

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

SS will watch a short video of a scuba-diver. The teacher will generate a discussion about the activity and ask a few of questions: What is this activity called? Have you been scuba-diving before? Would you like to do it? why? Why not?

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

SS will be introduced to 10 activities that 20.000 people have chosen to do before they die. SS will be tested on their knowledge of vocabulary by matching the activities with pictures on the WB. SS will then peer-check their answer and the teacher will clarify the unknown vocabulary through eliciting and CCQs, if necessary. Subsequently, SS will have a discussion in their groups about which of the activities they would like to do and which they would never try. SS will then look at the results of the poll and compare their answers through discussing whether they agree or disagree with the results.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

SS will listen to three people describing their activities one after another. SS only need to listen for the gist and identify which person is describing which activity from the list. SS will peer-check their answers.

While-Reading/Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

SS will be given certain questions about the listening task and listen to the tape once again in order to grasp more detailed information. They will first read the questions and the teacher will check whether the questions are clearly understood by the students. Students will peer-check their answers and the teacher will give an answer key to make sure everyone has the right answers. There will be a brief whole-class feedback.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

SS will discuss the following questions in their groups in order to get further speaking practice. 1-Which activity was the most exciting for you? Why? 2-Do you have any other examples of the activities you would like to do in your life time? The teacher will end the lesson with a brief feedback about students' discussions.

If-time Practice (5-5 minutes) • to provide further speaking activity for fluency and review of the vocabulary presented in the lesson.

Students will pick a card and describe the activity written on it to their peers by using their own words, gestures and mimics.

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