Hadi Ahmadzadeh Hadi Ahmadzadeh

Elementary level


In this lesson, learners will develop their listening ability for the gist and specifics. The lesson begins with begins with an acitivty to match conversations and signs. Then learners listen to the same conversatiosn and complete them with a word from the box and get exposed to the functional language used for asking for permissions. They finally practice asking for permissons in a contolled and then a less-controleld speaking activities.


No materials added to this plan yet.

Main Aims

  • To provide gist and specific information in the context of hotels

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in contolled and semi-contolled speaking tasks


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

I start the lesson with an embarrasing anecdote to set the context and use simple past sentences to do that. Then I show teh signs to the learners.

Pre-Listening (2-4 minutes) • To prepare students for the text and make it accessible

Learners will get a handout with four signs and descrpitions on their own. I explain that hotels usually use these signs and ask them. Learners might not be familiar with "beware", "American Express" and "baggage claim" to I teach them now. Finally the learners check their answers with their peers.

While-Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Learners listen to four conversations and match them with their signs. Then, they check their answers with their peers.

While-Reading/Listening #2 (5-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Learners get a handout cointaing the four conversation and some words. Then I play the audio again and they fill the blancks with the words they have on the handout. I monitor them to see if they need to listen to the audio again and finally give them the script to check their answers.

Highlighting (3-5 minutes) • To draw the learners attention to functional language

Learners work with their peers to underline all the questions that begin with "Can I..", "Could I", "May I...." and " Is it ok..?" then I will show a pack of ciggarete and a cell to them and elicit similar sentences and write the sentences on the board.

Clarification (5-6 minutes) • To clarify the meaning of the functional language

I refer to the questiosn on board and ask the learners when we use them. learners might not the meaning of the word permission so I tell them that we use it when we want to do something and we are not sure if it's ok or not or we want to use something that does not belong to us. Then the learners look at the script aagain and try to respond to the questions . I tell them that they can use "please" to make the questions more polite and don't say "no" directly and use "I'm sorry"

Controlled Practice (5-7 minutes) • Furtehr concept- checking and preparing learners for the next excersise

In pair, learners get handouts with scrambled sentences and try to unscramble them. They finally check their answers with their peers and come to the board and write them.

Semi-controlled Practice (5-6 minutes) • to provide an opportunity to practice the functional language through speaking

Learners ask and answer the questions from the previous excersise with their peers and then switch the roles. I tell them that they need to mention a reason when they give a negative response. Then I monitor them and finally for feedback put their errors an board and ask them to fix them.

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