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Teaching Practice 6
Upper Intermediate level


In this session, the students will listen to future lifestyles and go through listening receptive sub skills. Then a functional exponent from the text should be clarified and practice.


Main Aims

  • To provide gist and specific information listening practice using a text about future lifestyle predictions
  • To provide gist and specific information listening practice using a text about future lifestyle predictions

Subsidiary Aims

  • To provide clarification and practice of language used for giving examples in the context of future predictions


Warmer (1-2 minutes) • To set lesson context and engage students

1) Show the picture 2)In pairs discuss the picture. and this "How will life be different in 20 years' time." 3) Elicit some ideas of the picture.

Pre-Listening (3-4 minutes) • To prepare students for the text and make it accessible

Exe1 1) T puts the sts in pairs. 2) T asks the students to read the instructions. ( It's on the board) ICQ: Are you going to predict the future? Yes How many topics are you going to think? Three, clothes, free time, eating food How many predictions do you come up with each topic? Three Are you going to write your predictions? Sure Alone? No 3) WCFB. ask some students to share their guesses. 4) T writes some ideas on the board. 5) T says" we r gonna listen to some experts' ideas about how life will change in the future, before that I'd like you to check these words together." 6) Sts match the words and CCQs: Can you show me your palm? When something is virtual. is it real? No when a new smartphone takes off does it mean that it is successful and people like it? Yes

While-Listening #1 (9-11 minutes) • To provide students with less challenging gist listening sub skill

Exe 2 1) while EXE 1 instruction is on the board, T says, " You will listen to three lifestyle experts, match the speakers ideas to topics a to c). ( you can take some notes as you listen) 2) ICQs, How many speakers will you listen? three How many topics do you have to match? three How many times will you listen? once so better to take some notes as you listen. 3) T plays the audio 4) T says, after listening, "with your partner discuss the answers and reasons. then check if your predictions are the same as the experts." ( change one seat. ICQs: How many items do you discuss? three ;answers, their reasons, if the experts' predictions are the same as yours'. 5) T gets feedback from 2 students.

While-Listening #2 (11-12 minutes) • To provide students with more challenging detailed listening sub skill tasks

Exe 3 1) T says, "you will listen to the audio to fill in the gaps. You need to find out specific words. First I will give you 1 minute to read the sentences." 2) T gives the HOs. 2) T plays the audio. 3) FB first check in groups of three. T says, " check the answers in pairs and give the reasons." 4) Audio script is given to the STS and they check their answers. 5) T says," any questions? do all know where these answers are from?"

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

Exe 4 1) T puts the Qs on the board. " Can you read the Qs?" 2) In your group discuss these questions. ICQ, How many Qs? three 3) T says, " At the the end I'd like you to share your opinions." 3) groups of 3 join each other and in bigger group discuss on their conclusions. 4) From each group one student gives a report.

To clarify the language function (4-6 minutes) • MFP

1) The teacher says, " Can you remember some examples of experts' ideas?" 2) T says, " I'd like you to fill the gaps with the expressions given in the box." ICQs: How much time? 1 minute with your partner? Yes 3) HO are given. 4) answers on the board. 5) T says, " we r gonna find out why these answers are appropriate." again with your partners 6) Answers are given by the S but the T writes and ask CCQs: 1. When do you use these expressions? To give examples 2. Where can for example/For instance go in the sentence? Beginning or in middle 3. Which one shows a special example? In particular 4. Does such as/ like go only before a noun? Yes 5. In d , are there a lot of or a few VR options? A lot 6. In d do we give one example? Yes 7. In e are there a lot of or a few things that robots can do? A lot 8. In e how many examples do you give? more than two 7) Form is clarified through CCQs. 8) Sts practices the pronunciations. Drill

Functional language practice 1 (3-4 minutes) • To practice the TL

Exe 1 1) T says, "with your partner read this short text and circle the suitable expression. you have to mention whay this answer is correct" ICQs: Are you going to work alone? No How much time? 2 minutes. 2) FB .Answers are written by the sts. and 3) WCFB. T says, do you agree? 4) error corrections

Practice 2 and activation (6-7 minutes) • To practice the TL and personalization

Exe 2 1) T puts Sts in groups of 3. Like numbering 1 to 6. 2) Pictures are on the walls. 3) Qs are shown on the WB/ 4) Sts meet their group mates 5) T says, "with your partners walk around the class and discuss these Qs." 6) T ask some students to share their ideas, 7) Error corections

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