Samira Samira

Samira A /08/24/2015/ TP 6b
Intermediate B1 level


The general context of this lesson is influence. Ss will talk about what kind of people influence them. Ss will then listen about Tara and will focus on some expressions related to the description of someone's influence. The lesson will finish up with a controlled speaking practice.


Abc HOs Influences in your life
Abc Picture of Tara from coursebook
Abc English Unlimited Unit 7.3, Listening ex. 2b, track 2.17
Abc Power Point pictures
Abc Power Point picture

Main Aims

  • To provide gist and specific information listening practice using a text about personal information in the context of description of people's influence

Subsidiary Aims

  • To provide clarification and practice of phrases like make a huge difference on, have a faith in etc. in the context of descr
  • To provide fluency speaking practice in a conversation in the context of "say how a person has influenced you"


Warmer/Lead in (6-8 minutes) • To set the lesson context and engage the sts

T will use the power point pictures, and elicit the words "role model" and "influence". S will work in pairs to discuss the following questions. (T will display them by using power point). 1. Can you remeber the name of your first: * teacher? *friend? * colleqgue? * boss? 2. What kind of person were they? What do you remeber about them? Which kinds of people tend to be role models for young people in your country? Monitor. Feedback: Ask several learners to tell the class about their role models and the ones in their country.

Pre-Listening (3-4 minutes) • To prepare students for the text and make it accessible.

T will show the picture of Tara from the listening and have students guess which two people ( teacher, friend colleague or boss) influenced her. Students will discuss in pairs and try to predict answers to the guestion Who are they? Feedback: T will elicit a few ideas about the two people.

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

Ss listen to the recording and check their predictions from the previuos stage. Feedback: whole class elicit (with justifications)

Listening for details (6-7 minutes) • To provide students with more challenging detailed listening tasks.

Students will listen again, and answer the question in ex.2b. T will determine through monitoring whether to play the recording a 2nd time. Feedback: T will give the script and ss will check their in pairs.

Task vocabulary (4-5 minutes) • To clarify the meaning of useful language for coming productive task.

T will have the students to look at the sentences and discuss in pairs who Tara is talking about. Feedback- show answers on the wb by using the projector. T will check undestanding of some expressions by asking CCQs: to make a huge impression on sb - Does it affect me ? ( Yes), Does it cause me to notice something? (Yes) to encourage sb. to do smth. - Do I receive support? (Yes), Do I lose hope to do smth. ( No), Does it give me confidence? (Yes) to inspire sb. to do smth.- Do you try to do smth. new/unsual? (Yes), Do you want to do it? ( Yes).

Task vocabulary (3-4 minutes) • to clarify form and pronunciation of useful language for coming productive task.

T will project the sentences onto the board. T will then give learners a moment to look at the patterns with a partner. After T will ask students "Which highlighted expressions are followed by a verb, a noun and a comparative adjective? Students work in pairs. Feedback: A learner comes up and highlight the verbs, nouns and comparative adjectives. T will focus on pronunciation drills.

Productive Task (6-8 minutes) • To provide an opportunity to expand on what they have learned

T will present a list of possible role models by using power point and will give a diagram to encourage the students think about role models at different times of their lives, including the present. Ss will have time to prepare what they want to say about the different people. Ss discuss in pairs. Feedback: Ss tell about the role models in their peers' lives.

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