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Lesson plan 8
Intermediate level

Description

The lesson is about 45 minutes where students will be working on some listening skills. they will use different listening techniques (gist listening and detailed listening) and finally will practice speaking as a reaction to the listening. The students` level is intermediate and they look creative and keen to learn English for different reason. They are of different ages ranging between 22 to 55 years old. Good rapport has been built with them as this helps the lesson to move smoothly and successfully.

Materials

Abc Mention one example for each ticked point ex: c- page 46
Abc Three different sentences projected on the whiteboard
Abc Three different questions for discussion, extra idea- page 62
Abc Tick five things said by the psychologist - ex: b - page 46
Abc What is/are your favourite way/s of learning the following

Main Aims

  • To introduce the students to some listening activities where they will practice some subskills (gist and detailed) in the context of a radio pragramme with a psychologist

Subsidiary Aims

  • To familiarise the students with some phrasal verbs used in certain contexts. To give them a chance to practice speaking by the end of the lesson focusing on fluency.

Procedure

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

*T projects three sentences which contain three phrasal verbs, *Ss are asked to think of their meaning (one by one), *Ss will try to guess meaning depending on the sentence and the context, *T asks some CCQs to check meaning and understanding, *Ss answer these CCQs to confirm understanding.

Pre-Reading/Listening (4-8 minutes) • To prepare students for the text and make it accessible

*T projects another three sentences on the board, 1-Are you going to carry on with English next year? 2-Is there anything you have just given up? 3-Would you like to take up a new language or sport? which one? *Ss have (1) minute to think about them, *Students work in pair to discuss them for (3) minutes, *T monitors while students are working, *Ss discuss them just to activate their minds on how to use them in context, and prepare them for the next step.

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

*T gives instruction on how to work on ex: b page 46, *Ss work individually in this activity, *T ask one or two ICQs to make sure they understood the instruction, *Ss has one minute to read seven sentences, then to choose just five, *Ss have to listen for gist in order to choose the correct five, *T monitors while standing aside, *Ss then do peer checking, *T does a whole class feedback by projecting the correct answer on the board.

While-Reading/Listening #2 (4-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

*T gives instruction on how to work on ex: c - page 46, *Tasks some ICQs to check understanding, *Ss listen again to the recording and try to take example mentioned by the psychologist, *Ss do here reading for detailed information, *T monitors while standing aside, *Ss check in pairs, *Ss have a whole class feedback.

Post-Listening/ free speaking (8-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*T give a clear instruction about this activity, and sets time for pair work, *Ss are asked some ICQs to check instructions, *T hand outs paper to each student where there are some personalised questions, *Ss starts discuss these question in pairs for (5) minutes, *T monitors this free speaking activity, Ss will take turn in this, Then, two pairs of students will be chosen to report to the other students what have discussed, *Ss will have delayed error correction.

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