New lesson plan: Perfect Locations

Shahab Raeisi

Perfect Locations - Upper Intermediate level

Perfect Locations
Upper Intermediate level

Description

In this lesson the learners work on a topic related to location scouts for films. first the learners describe what they see on the pictures on the board. The picture represent several natural locations. The the learners put match some phrases related to to the pictures with their partners. Then the topic is introduced by the teacher through elicitation about the film locations. Then the learners will listen to an interview with a location scout. The learners should listen and put the topic she discusses in order. After that the learners will listen again and choose the best way to complete some sentences. Finally, the learners discuss with their partners if they like to be a location scout or not.

Materials

Questions

Matching list and Ordering (FOLDED)

Choosing the best option

Questions

Matching list and Ordering (FOLDED)

Choosing the best option

Main Aims

To provide gist, specific information, detailed listening

Subsidiary Aims

To provide fluency

Procedure (29-45 minutes)

Lead-in/ Warmer (2-3 minutes) • To set lesson context and engage students

The teacher greets the learners and asks them to how they feel and sets the scene for the lesson.

Pre-Listening (4-10 minutes) • Get the learners interested in the topic, initial discussion of key themes, make an explicit link between the topic of the text and students own lives and experience, focus on important language that will come in the text.

The teacher puts some picture of various natural locations on the board. The learners should work with their partners and match them with specific phrases the teacher provides. The learners check their answers with their partners and finally the teacher puts the answer key on the board via the projector. The teacher puts the pictures of a location scout on the board and elicits for some ideas about her job.The teacher elicits if these natural locations are suitable for films and movies. Who finds these places for films and movies before filming? to elicit (location scouts).

While-Listening #1 (7-10 minutes) • To provide students with less challenging gist listening task

The teacher tells the students that they're going to listen to an interview with a location scout(Sophie Mathews). They should listen and put the topics she talks about in order. The teacher stops the recording after each topic and asks the learners to choose the topic and work with their partners to tell what words or phrases helped them to choose the topic.

While-Listening #2 (6-8 minutes) • To provide students with more challenging detailed listening tasks

The learners will listen to the interview again as a whole and will choose the best way to complete the sentences. The teacher will model the first one for the students on the board and then they should do the rest individually. The learners should check the answers with their partners and finally the teacher provides the answer key. The teacher will also ask why the learners chose those words or phrases.

Post-Listening (10-14 minutes) • To provide an opportunity for the learners to practice the target language.

The learners will talk o their partners and discuss if they would like to be a location scout or not. They should give reasons. The learners will read the listening script and have to describe the bold or the highlighted words. What do they refer to? Finally, if there is enough time, the learners will do a role play in which one of them is a manager and the other a locations scout. The scout should convince the manager that his/her location is perfect for the film.