New lesson plan: Listenig lesson about

Mahshid Shaaker

Listenig lesson about - Intermediate level

Listenig lesson about
Intermediate level

Materials

Course book handout, CD

Main Aims

To provide gist, specific information and detailed listening practice using a text about changing lives in the context of charity

Subsidiary Aims

To expose ss to present perfect progressive tense in the context of charity

Procedure (45-55 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

With the help of some images about people doing charity work, I draw ss' attention to the context, asking some personal questions: - Any ideas about the pictures? - Have you done charity work before? - Are you a member of charities? how long? At first, I revise present perfect tense with prompting three incomplete sentences on the board: Ask me questions, using present perfect tens: How long/ teach/ English : since 2017 How long/be/ Istanbul: for about 1 month How long/know/your close friends: since 2003 How long/study/ at BritishSide: since October 7th

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Difference between for and since is then elicited followed by getting pairs to ask each other questions, starting with how long and for and since. Individuals are then asked to talk about their partners in class. ICQs: - Are you going to work in pairs? Yes - Are you going to write anything? as you wish Before we listen to an interview with Jane (she is a teacher) about her trip she made in 2008, Photos of the course book related to Jane's trip will be showed followed by some questions so that ss get to predict what the topic of the conversation is about: - What can you see in each photo? - Where are they? Lets listen to the audio and see

While-/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

Students listen to the recording in order to answer two questions: Where did Jane go? What did she decided to do after the trip? (listening for gist) Answers are shared in class: Uganda & Rwanda/ She decided to set up an organization to get money to build a new school. They are then hand out 1 and some time to read and answers questions and compare with partners. Audio will be played so that ss make notes. Answers are checked in pairs and then with class.

While Listening #2 (12-14 minutes) • To provide students with inference listening tasks

Ss are given handout for reading task d statements and the second part of the audio is played. Transcript of the audio is then handed to check answers in pairs and the audio is played for another time so that ss listen while they have the written script followed by checking answers in class.

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

In pairs, talk about someone like Jane who you know has done life changing charity work and share what have they done? (where, when, how long) Interesting stories are shared with class