English Lesson Planner

Melani Konca

TP 5 - Intermediate level

TP 5
Intermediate level

Description

In this lesson, students will develop their listening skills in the context of success and besides, they will have the opportunity to improve their speaking skills as a discussion activity.

Materials

Handout and Teacher-Made Presentation

Handout and Teacher-Made Presentation

Main Aims

To provide gist, specific information and detailed listening practice using a text about success in the context of well-known people

Subsidiary Aims

To provide clarification of success words in the context of well-known people
To provide fluency and accuracy speaking practice in a discussion in the context of success

Procedure (45 minutes)

Lead-in (10 minutes) • To set lesson context and engage students

First, the teacher greets the students and has a short check-in with them. Next, the students write two words related to success on Mentimeter via their mobile phones individually. When all students are finished, the teacher shows the word map that was created by the students' answers. Next, the students have a look at the title of the reading text and make predictions about the content of the article. Then, they read the introduction and check their predictions. Finally, the teacher gets the answers from the students.

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

In this stage, the teacher clarifies some unfamiliar vocabulary from the audio. She asks the students to match the words with their definitions and then delivers the handouts. Students work in pairs (on their left) and when they are finished, the teacher nominates different students for each question to answer. ICQ: Alone or in pairs?

While-Listening #1 (5 minutes) • To provide students with less challenging gist and specific information listening tasks

Here, the teacher asks the following question to the students: "In your opinion, what is the secret of success?" First, the teacher answers and then they have a short discussion as a whole class. Then they listen to the podcast for the first time to check their predictions and find out the answer individually. Here, before starting the audio, the teacher tells the students to take notes during listening, because they will need those notes for the next tasks.

While-Listening #2 (5 minutes) • To provide students with more challenging, detailed listening tasks

Students complete the summary individually from their memories. Then, in pairs, they check each other's answers. Next, the teacher writes the answers on the board and the students check their answers.

While-Listening #3 (10 minutes) • To provide students with more challenging and specific information-related listening tasks

Before the instruction, the teacher regroups the students (1,2,3). Then, in pairs (on their right) students read the sentences and decide if they are true or false according to the audio. When they are done, students listen to the recording to check their answers. Then, the teacher gets students' answers in the feedback part. ICQ: Alone or in pairs?

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

Here, the students discuss the questions on their handouts in groups. First, the teacher gives two minutes for students to read the questions and think about their answers individually. Then, the students discuss their answers. Meanwhile, the teacher monitors the discussions and supports the groups in need. When they are done, the teacher nominates one student from each group to share their group's ideas with the class. Finally, the teacher finishes the lesson.