English Lesson Planner

Ali Erdem

Lesson 7 - Pre intermediate level

Lesson 7
Pre intermediate level

Description

In this lesson students main focus will be on developing their receptive skill, listening, and their sub aim will be speaking. I will introduce the context by asking the students what we do when we are sick and what are friends do for us when we are sick or need help as well. Before the listening I will pre teach some vocabulary words. I will pre teach, a mess, run out of, killing me, bare, driving me mad. Then students will then listen to a recording and listen for the gist of the exercise by listening to the first part of Lorna's telephone conversation and identifying which of the problems Lorna mentions. After feedback, they will listen to the second part and identify who Juliet is. For a more detail specific listening exercise students will listen again and determine if the sentences are true or false. To end, students will be asked to speak to their partners about whether or not they have had any of the problems from Listening Exercise 1. If they called anyone for help, and who.

Materials

Recording 59

Exercise 3

Exercise 4

Recording 61

Exercise 1

Recording 60

Recording 59

Exercise 3

Exercise 4

Recording 61

Exercise 1

Recording 60

Main Aims

To provide gist and specific information listening practice using a text about Domestic crisis in the context of phone call

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of phone call

Procedure (45-55 minutes)

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

To set the context I will start by asking the students what they do when they are sick and who they might call for help. Before asking the students I will tell them what I do, what if I am able to I will go and get medicine, if not I will call my mother or grandmother. This will be a good way of setting the context of phone calls during a time of need.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Before the listening exercise I will pre-teach some words they may hear in the listening. A mess - all over the place, nothing is going right, run out of - nothing left, killing me - driving me crazy bare - empty, naked driving me mad - getting frustrated, irritated, angry

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

In the first listening exercise students will listen to the first part of Lorna's telephone conversation and will be asked to circle which of the problems she mentions. Once the recording is finished, and students have peer checked, we will have whole class feedback.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

For more detailed listening, I will play the the second part of the recording and students will be asked,"Who is Juliet?" They will also be asked what had happened (Lorna dialed the wrong number) After the first conversation, Lorna tries to get help. She makes two more phone calls. The students will then listen to the two conversations and say if the sentences are true or false. We will have whole class feedback to go over what the answers are, as well as why.

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

This will be a speaking exercise in which students will be asked if they have ever had any of the problems from exercise 1. If they called anyone for help and who. I will partner the students, or group them according to their tables. This will give the students an opportunity to speak and respond to the recording about their own personal experience when faced with the domestic crisis.