Candice Bagley Candice Bagley

First dates lesson
Intermediate level

Description

In this lesson students will practice the skill of listening for detail in the context of a text about a bad first date.

Materials

Abc First date handout

Main Aims

  • To provide gist and specific information while listening in the context of a restaurant and an awkward first date.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of an awkward first date and a restaurant.

Procedure

Warmer/Lead-in (3-5 minutes) • For the students to be engaged and become involved in the context of the lesson.

Have the phrase 'first date' written on the board. Ask the students what they think would happen on a good first date or a bad first date. Have them discuss this with their partners and then get them to share any ideas with the class.

Pre-Listening (Context setting) (10-12 minutes) • For students to be prepared for the text and for it to be accessible to them.

Give the students a handout (page 100 Inside Out Intermediate) and have them look at the picture. Have them discuss in pairs what it shows (two people in a restaurant on a first date) and how they feel (awkward, nervous, apprehensive). Have them share their ideas with the class. To introduce the concept of vegetarianism ask the students if there is any food that they don't eat. Do they all eat meat? Does everybody eat meat? Ask if they know a word for a person that does not eat meat.

While-Listening #1 (10-12 minutes) • For students to listen for gist.

Tell the students that they should listen and decide how the people in the dialogue are feeling and why they are feeling this way. (awkward- it's a first date, she is a vegetarian and there are no vegetarian dishes on the menu) Play the dialogue (track 42). Have them check their answers in pairs. Ask them to share with the class. Ask the students to predict (in pairs and then as a class) what will happen in the second part of the dialogue. Ask them to listen for what went wrong in this next part of the dialogue (the man knocked some wine onto the lady's skirt). Class feedback.

While-Listening #2 (14-16 minutes) • For students to listen for specific information.

Ask the students to listen again but this time they need to listen for the words that are missing. Use a feedback pyramid (time permitting) to get consensus on the answers and encourage discussion.

Post-Reading/Listening (8-10 minutes) • For students to talk about the topic in the text in relation to their own lives.

Direct the student's attention to no 1 on the worksheet. Ask them to guess whether the statements are true or false for their partner. Have them find out if they were correct. Ask the students to tell the class how many they got correct and to share anything they surprising they found out.

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