Houda Mataame Houda Mataame

Fifth TP 02 Oct 13
Pre-Intermediate level


In this lesson, we will focus on the students' receptive skills where the students will have to practice their listening skills in the context of "supernatural". During the productive stage, they will have a semi-controlled speaking activity.


Abc Copies of exercise page
Abc Images
Abc Listening session

Main Aims

  • Listening - The students will practice their receptive skills in the context of "weird"/ aliens etc

Subsidiary Aims

  • Speaking - Semi controlled speaking activities using new lexis expressions: "how long", "how often" etc


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

- I will start by showing pictures of crop circles and ask the students what they think it is. - Get the students in the context.

Pre-Listening (5-7 minutes) • To prepare students for the tape script

- After showing them the picture, if they guess, I will move on to check if they know: "how did it happen? where does it happen? city or farm?" etc - if they mention that it may have been made by aliens, I will show the alien picture. - If they don't guess I will explain what a crop circle is

While-Listening #1 (5-7 minutes) • To make students practice their listening skills

- I will show the students the crop circle in question and tell them they will listen to an interview. - Divide students in pairs. - Students listen to the interview. I will replay if necessary. - Students have to fill in the blanks of ex.2 p. 107. - I will give them time to complete the task then will write all the answers on the board.

While-Listening #2 (5-7 minutes) • To provide students with more challenging listening tasks

- Divide the students in pairs. - Play the tape script one more time and ask the students to listen carefully for details. - Ask the students to match the questions in ex.1 to the answers in ex. 2. - Allow time and share answers in class on the board.

Lexis (5-7 minutes) • Check students knowledge of "how long", "how far" etc

- Sentences still written on the board, ask concept questions: "does this refer to time? Distance? Speed?" etc. - Check if students have a full understanding of the differences between all the expressions and what they are used for before moving on to the productive stage.

Post-Listening (5-7 minutes) • To provide with an opportunity to expand on what they've learned

- Divide students in pairs. - Make them do ex. 1 (Lexis) on p.107 - Matching exercise. Using 2 posters, I will divide the class into 2 groups and give each group a poster. They will stand in line and each one of them will match one or more answers. The first group to finish wins. - Make students ask each other the same questions to practice the expressions. - Monitor.

Post-Listening (5-7 minutes) • More oral practice for the students

- Write the sentences from ex. 3 (Lexis) on the board. - Ask students to ask each other about their own habits using: "how long does it take you to...?" after demonstrating with one of them.

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