Jaclynn Jaclynn

Lesson 8
B1 level


In this lesson students will be listening to various people discuss their transportation options they use in their daily lives. Students will listen and have an opportunity afterwards to practice their speaking fluency using some of the terms heard during the lesson.



Main Aims

  • To provide gist and detailed listening practice using a text about daily journeys in the context of transporation

Subsidiary Aims

  • To provide fluency speaking practice in the context of transportation


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

Ask the class how they got to the Celta office today. Was it by taxi? Was it by bus? Write a list on the WB of the different methods used to get to class, having each Ss participate.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

Will give out HO-1 to each student and have them read each picture. Will ask them some pre-listening questions, such as where is each person from? What is their nationality? (From previous lesson's vocabulary) T will let Ss know that we will be listening to each of these people speak about their transportation choices while on a journey.

While-Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information listening tasks

Ss will have a table with Louise, Ara and Yuka's names and questions about their journey, such as how much did it cost? how long did it take? Ss will listen for gist and specific information, such as cost, but not for details. T will play recording once and ask Ss what they were able to hear the first time. Ss will write down some of what they were able to hear on the WB.

While-Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction listening tasks

Ss will listen to the recording again, this time with pauses between each of the three recordings. Ss are listening for more detailed information this time, to fill in the blanks on their table. Ss are continuing to do this alone. When recordings are finished will have Ss check their findings against a partner before WC reviews and discusses answers,

Post-Listening Task #1 (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will be asked to first fill in the table with their information on how they got to class today. Where did they come from? How much did it cost? How long did it take? When completed each student will stand up and find 3 other students to ask, and fill in their table with their information. Ss will be reminded to speak English not Turkish during this exercise. Will ask several students to write their findings on the WB and have WC correct.

Post-Listening Task #2 (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned with a partner.

Will chest transport survey to class and explain that that cannot speak to their partner. Without speaking they must guess the answer to the 6 questions provided. For example, question 1 is Do you.... drive a car? ride a scooter? ride a bike? Without speaking to each other, Partner A and Partner B must guess the answer of the other. T will demo this for the students and ask ICQs such as 'Are we speaking or doing this alone?'. Partners will share their guesses first, then ask for the correct answer from their partners.

Error Correction - If needed. (3-4 minutes) • To provide students with positive feedback to help them improve their TL.

Will go over some good and bad sentences heard or seen written during the lesson and ask Ss to correct them, have WC feedback. As time allows.

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