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Eda Sarac- Beginners Level- Listening Class
Beginners Level- level


In this lesson, the students will have a listening class through a listening record and ` I can` and ` I can not`, in other words the positive and negative forms of modal verbs. At the very beginning, they will learn some vocabulary words which they will see and need for the lesson. Then, they listen a listening record, and number the events in a sequence. After that, they will listen to a song together. If everything goes right and if we have time allocated for it, they will sing the song.


No materials added to this plan yet.

Main Aims

  • To provide the students with the recording and trying to make them order the events that they hear in the listening record.

Subsidiary Aims

  • To provide fluency about modal verb `can` and make them build up some basic sentences.


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

The teacher shows the students a picture of a kite. The teacher asks them what it is. If the students know what it is, they tell the teacher. If they don`t know the answer, then the teacher gives them the answer `kite`. Then they drill it together for a couple of times.

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

The teacher gives the kites to the students, now that everyone have a kite. The students come pick up their kites and the teacher tells them to draw their kites on their own.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

After that, the teacher has some vocabulary words for the class. The teacher puts all the vocabulary words on the board ` mother`, ` father`, ` picnic`, ` picnic box`, ` kite`, and `bicycle`. The teacher puts the pictures together with the name tags, and then the teacher asks them what they are. Step 2: The teacher takes away the name tags, and then the class starts a run and touch activity. The teacher divides the classroom into two different groups, and then the teacher tells the names ` kite!` The groups point to the kite. ` The teacher says ` picnic box` The groups point to the picnic box. The teacher says `father`, the groups point to the father. The teacher says `mother`, the groups point to the mother. The teacher says `picnic in the park` , the groups point to the `picnic in the park.` The teacher says ` boy`, the groups point to the `boy.`

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

The students listen to the recording, they have the picture and the text, and they number the sequence of the events. The teacher tells them to number of the sequence of the events, the students write the numbers of the events. Then, in pairs they check each others answers. After that, the teacher makes a whole class feedback.

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

The students will get a picture on their hands, and they will try to find the materials on the pictures. The picture has different materials such as a pencil, pen, board, kite, bicycle, and the objects that they actually know. Then they do it in pairs after the demonstration and the modelling. Students work together using these sentences ` I can` t find my pencil. Can you help me?` ` Sure`...etc etc

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