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Lesson 2, Receptive Skills (Work & Studies)
Pre-Intermediate A2/B1 level


In this lesson, Ss learn about vocabulary related to education through a listening exercise that introduces three 'lifelong learners' with very different educational paths. The lesson starts with WC conversation introducing the TL. This is followed by a gist reading activity and then listening. I will pre-teach some vocabulary necessary for Ss to complete HOs using an interactive activity, then Ss will do some controlled practice and listen to the recording a second time. This is followed by a fill in the blank HO and a personalization activity to finish.


Abc Gap-fill handout
Abc Detailed Comprehension Questions

Main Aims

  • To provide gist listening practice using a text about education in the context of work and study

Subsidiary Aims

  • To provide clarification of words related to education and learning


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T will set the context of the lesson by activating Ss schemata. PPT slide 1 shows images of Luis, Pierre, and Margaret. T will elicit responses from Ss by asking: Luis: Who is this? Is he retired? What does he do (school, military)? Pierre: Who is this? How old is he? What is his occupation (job)? Margaret: Who is this? How old is Margaret? Is she retired?

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

T will elicit conversation about lifelong learning (terminology from text). "What is lifelong learning?" (DO NOT MOVE TO SLIDE 2 YET) Instruction: "Talk about this with a partner, you have 1 minute." CCQs: "Do you have to be 18-22 years old to learn?" No. "Are you all the same ages?" No. "Are you all learning English?" Yes. "Are you all lifelong learners? Yes.

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

1. PPT slide 2: gist reading slide on lifelong learning Instructions: "Read this text about lifelong learning." (Give Ss 30 seconds to read for gist) ICQs: "Do you have a long time to read this?" No. "Should you read quickly? Yes. PW Instructions: "Work in pairs and talk to your partner about if this is true in Turkey." FB: "Do you know anyone who is older, but is still studying?" 2. PPT slide 3: Instructions: "Listen, and think about these questions." (Give 30 secs. to read questions) - T will play listening, pausing at the end of each interview (4 mins) 3. Instructions: "In pairs, answer these questions (pointing to PPT). You have 2 minutes." FB: T will go over sentences (a,b,c) and elicit response from Ss 4. PPT slide 4: T will assign groups based on section Ss sitting in Instructions: "In your groups decide which picture is related to Luis/ Margaret/Pierre. You have 2 minutes." - While monitoring, T will assign 3 Ss to write correct name under the picture on the WB FB: "Does everyone agree? Why?" Luis (C) student & archeologist, works in the rainforest Pierre (A) studied art at University Margaret (B) U3A (University of the 3rd Age) meetings and talks in members homes

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

Controlled Practice #1: HO 4a Instructions: "Work in pairs and answer the questions. You have 2 minutes." ICQ: "Are you unfolding the paper?" No. - T will now give HO to Ss T will play the recording a 2nd time. Instructions: "Listen again and check your answers."

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Controlled Practice #2: HO 7a - T will regroup specific students (putting younger (Uni. grads/current Ss in groups of mostly older Ss) Instructions: "Flip over the HO, work in groups to fill in the gap with the words in the box." (Monitor for 80% finished) FB: (PPT slide 5) - As Ss complete HO, T will monitor and assign 9 Ss question numbers to fill in on the WB. Personalize Context: "Do you know anyone with similar stories to Luis, Pierre, or Margaret?" Instructions: "Talk to your partner about this." FB: T will call out students by name and ask: - "What did your partner say?" - "Do you know anyone with similar stories to Luis, Pierre, or Margaret? T will correct pronunciation and do drills If time: WB game (race) -T will split Ss into 6 groups giving one member of each group a marker, when I describe the word 1 student from each team will race to the WB and write it (all vocab from reading and HO 7a). [Students get a 10 mins break]

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