New lesson plan: Listening and Speaking Lesson

FERDA

Listening and Speaking Lesson - Upper-Intermediate level

Listening and Speaking Lesson
Upper-Intermediate level

Description

In this lesson, students encounter the concept of matchmaker by listening to a radio programme. There is a lead-in part describing "online dating" and comparing it with the concept of a "matchmaker". Students brainstorm about a picture story and discuss three different questions in the pre-listening part. Then they do the tasks involving listening for gist and detailed information. Finally, they do some discussion in the end as a productive activity to provide fluency in this context.

Materials

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Canva Slides

Headway Upper-Intermediate Student's Book

Listening Audio 7.10

Listening Audio 7.11

Canva Slides

Headway Upper-Intermediate Student's Book

Listening Audio 7.10

Listening Audio 7.11

Main Aims

To provide gist and specific information listening practice using a text about matchmakers in the context of radio programme.

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of a matchmaker and its contribution to relationships.

Procedure (39-53 minutes)

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

T greets and welcomes Ss showing the first two slides. T asks Ss "What do you think we'll be doing today?" on Slide 2. (expected answers: We'll listen, we'll speak) T shows Slide 3 and asks Ss what they know about the concept and elicits different answers. T shows Slide 4 and says "Nowadays we have online dating but before that, we used to have another concept." T shows Slides 5-11 and elicits the word "matchmaker" by giving a situation. T shows Slide 12.

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

T shows slide 13 and asks Ss to brainstorm about the photos. T asks Ss to describe the story in these photos. T shows slide 14 as answer key. T shows slide 15 and gives following instructions: "Please take a photo or screenshot of the screen. You will discuss these questions in Breakout Rooms. You have five minutes to do it." T asks following ICQs: "Will you write anything? (No.) Do you have the questions? (Yes.) How much time do you have? (5 minutes.) T sends Ss to BoRs for five minutes, in pairs. T monitors Ss and corrects any errors on spot.

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist

T shows Slide 16 and asks Ss if these phones are modern. (No.) T asks Ss "What are they then?" (old, antique, etc.) T shows slides 17 and 18 one after another and drills "antiquated". T asks following CCQ to check the meaning: "If something is antiquated, is it popular? (No.)" T shows slide 19 and plays Audio 7.10. (T plays it again if it is needed.) T asks Ss what their answers are. T shows slide 20 as answer key.

While-Reading/Listening #2 (15-20 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows Slide 21 and gives the task before text. T shows Slide 22 and plays audio 7.11. ( T may pause the audio when necessary or play some parts again) When Ss are done with their answers, T sends them to breakout rooms for peer-checking with the following instructions on slide 23: "You will share and compare your answers with your partners in breakout rooms. You have five minutes." T sends Ss to breakout rooms and monitors them. T corrects any possible errors on spot. T shows slides 24-33 one after another and let Ss check their answers.

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

T shows slides 34 and 35. T gives following instructions on Slide 35: "Take a photo or screenshot of these questions. You will talk about them in breakout rooms for five minutes." T asks following ICQs: "Do you have the questions now? (Yes.) How much time do you have? (5 minutes) Will you write anything? (No.)" T sends Ss to breakout rooms for five minutes. T monitors Ss in breakout rooms and takes notes of any errors in terms of accuracy or/and fluency. T corrects these errors trying to elicit the correct utterance from Ss on Slide 36. T shows Slide 37 and asks Ss to recall the word "matchmaker" T shows Slide 38 and asks Ss to recall the word "antiquated" T shows Slide 39 and finishes the lesson praising Ss' hard work.