Meltem Alp Meltem Alp

Beginners level


In this lesson, ss will begin with a short discussion of popular places to visit in Istanbul. They will practice gist and detailed listening skills through a video on YouTube.The video is about a couple and their to do list in Istanbul. This will be followed by a speaking activity that allows them to discuss their own preferences about going out


Main Aims

  • To provide gist and detailed listening practice using a text about popular places in the context of going out

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of going out


Warmer (4-4 minutes) • To set lesson context and engage students

T will paste pictures of a few popular places in Istanbul on the WB, then elicit the words: places to visit/ go. T could also tell that she is planning to visit some places and looking for ideas. Ss will have a quick brainstorm about the places that they might go after the lesson. T will write the ideas on a mind map. ( istanbul, blue mosque, grand bazaar to eat traditional foods Turkish delight...)

Lead-in (2-3 minutes) • To personalize the topic engage the ss interest

Ss will work in pairs to discuss the following questions: What popular places do you like and do you want to go with your teacher ? Are they the same as with your partner? Elicit two responses.

Pre-Listening (6-6 minutes) • Activating schemata

Ss will be divided into 2 groups; 1 group is not watching and they will turn their chairs face back of the classroom. Firstly, group 2 will the video with NO SOUND. They will note down what they are seeing at the moment. T will pause the video. This time group 2 will sit face back and ss in group 1 will watch the video and note down the actions. FB: Compare the answers. Ask questions. Who described the best? WCFB

Gist Listening (6-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss will watch the whole clip to see how accurate they were. ( with sound) Ask questions: who are the people? Are they happy or not? What kind of places are they going? T could Put some more vocabulary on the board so they get another go at describing the action.

Listening for Details (12-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T will hand out sentences.Ss will watch the video again, find them whether they TRUE OR FALSE. Demonstrate and ask ICQs: Are these sentences from the video? Can you find these sentences in the video? FB: check in pairs,followed by WCFB of problematic answers.

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

T sticks the cut up sentences from the video around the classroom and ask them to put them in a correct order according to the video. Icqs; Are you going to read the sentences in different locations?yes Are the sentences from the video? Can you work with your partners? y Will you put them in correct order?y Demonstrate as an example FB: Answer key,error correction as necessary

Freer Practice (6-7 minutes) • To provide ss with an opportunity to respond to the text and expand on what they've learned.

T will give ss a to do list in Istanbul. Ss will write the name of popular places to visit and traditional foods to taste on the paper. T will mingle the papers and ss will choose one piece of paper and try to guess who wrote these places. They could invite each other to these places by using the functional language that they've learned in the previous lesson. FB: elicit some ideas. Have them talk about their plans to go out and see these places.

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