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Listening - Future Expressions
Intermediate level

Description

In this lesson, students will work on their listening skills in the context of future time expressions used to tell future plans and intentions. The lesson will start with reading passages to set the context and will keep on with listening activities. At the end, they will have speaking opportunity to express their own future plans and intentions.

Materials

Main Aims

  • To provide gist, specific information and detailed listening in the context of future arrangements and travel plans by using simple present continuous, simple future and going to future.

Subsidiary Aims

  • To provide fluency and accuracy by means of making the students talk, and write if there is enough time, about their future plans and arrangements.

Procedure

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

Greet Ss, tell about your own plans at the weekend when you finish CELTA and summer plans: the places you want to visit, the activities you want to do, the friend(s) you'll be travelling with etc. Ask them what their weekend or summer plans are if they have one.

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

Reading 1 Show Ss the Reading 1 handout and tell them to read and answer the questions. Give them four minutes to complete and make them peer-check. Get answers by appointing Ss. Reading 2 Show Ss the Reading 2 handout and tell them to read and answer the questions. Give them four minutes to complete and make them peer-check. Get answers by appointing Ss.

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

Before they begin listening, write on the board the words below and use CCQs accordingly since they will hear the words as they listen: Volunteer - Does someone tell you what to do? No. Do you do it because you want it? Yes. Ancient - Is an ancient city old or new? It’s old. How old is it? Very old. Goal - It’s score in sports like football. But, what does it mean when I say “My goal is to become the manager of the company”? It’s aim, purpose. Local - Hürriyet is a nationwide newspaper. What about Başkent Gazetesi, is it only for Ankara? Yes. Then it is local. Show them the Listening Worksheet 1. First, there is a sentence match exercise to be done according to the audio. Tell them to check, then play the audio. Let them peer-check and get the answers. After that, tell that they will do the second part and the statements are all false. That's why you may use the ICQ: So, are we going to hear and write the correct sentences? Yes. Again, let them peer-check and get the answers.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Before they begin listening, write on the board the words below and use CCQs accordingly since they will hear the words as they listen: Lodging - Is it a room in someone’s house or hotel? Yes. Do you pay for it? Yes. Schedule - Do you plan a timetable at work? Do you know what to do at what time? If yes, it means you have a schedule. Curry - Do you eat chicken with curry sauce? Is it spicy? Yes. Curry is a spicy Indian food. (Go) hiking¬ - Hiking is a long walk in the nature or mountains. It’s a collocation, you use it with go. (Go) camping - Camping is to stay in a tent. It’s a collocation, you use it with go. Show them the Listening Worksheet 2 and tell them that they will first put the topics in an order according to the audio. Ask them to peer-check and get answers by appointing Ss. Secondly, before you play the audio again, tell them that this time they are going to give details about the topics. Use ICQs: For example, is hiking an activity? Yes. Are the dates about the schedule? Yes. So, tell them to write the answers accordingly. Ask them to peer-check and get answers by appointing Ss.

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

If there is time more than expected, ask Ss to write about their weekend, vacation or future plans. After they write, ask them to tell their peers about their plan without looking at what they will have written. If there is no time to do writing practice, just ask them to do the speaking one. Monitor as they talk to each other and take notes of good language use and errors. Write the good language use on the board to praise the student(s), then write the errors on the board and try to elicit the correction from the Ss. Although this session is not stated separately, it's a feedback one.

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