Michael Clayton Michael Clayton

Michael plan 4
Beginner level


In this lesson, we will practice listening and then transition to productive (speaking) skills.


Abc PP 1
Abc Audio recording 5.9

Main Aims

  • To provide gist and detailed listening practice using a text about y/n and wh- questions involving "want."

Subsidiary Aims

  • To provide fluency speaking practice in a y/n and wh- questions involving "want."


Warmer (1-2 minutes) • Get students thinking about Colin

Put Colin's pictures up OB via PP. Ask students, "Who is this?" "What do we know about him." I hope they remember that he is from a Ireland, a waiter, and studying to be an actor.

Pre-teach Vocab (5-5 minutes) • Familiarize students with two words that will appear in the listenings

First, put a picture of a woman who is eating a burger up on the board via PP and elicit "delicious." Then, put an ascending line up on the board (decline) and ask, "What are some words we have for things that are good?" and "What are some words we have for things that are bad?" Elicit "delicious." Finally, put up a picture of a waiter and a customer. Highlight the waiter; elicit "customer."

Gist task (5-10 minutes) • Familiarize sts with the recording

Give each student the following cutouts: "We both want Magarita pizzas." "Romeo, Romeo, where.." and "Do you like your flat?" Have students put the cutouts in order and pair check. Offer whole class feedback by having the students put the three up on the board.

Detailed task (10-15 minutes) • Further develop listening skills

Handout gap fill exercise and play recording two more times. Have each student fill out the gap fill individually before pair checking. Offer whole class feedback via a answer key. Ask students if they have any further questions.

Production #1 (10-15 minutes) • Listen for accuracy

A general round-up of wh- and "do you like" questions involving "want". T demos waiter/customer scenario with a student, eliciting "What do you want?" and "Do you want?" Students work with a partner and role play waiter and customer. Both students should play both roles. Students are encouraged to develop a script including 4 questions. (ICQ: Are you going to write? Yes.) (How many questions? 4 questions.) T listens for accuracy and gives immediate and positive feedback to each group.

Production #2 (5-10 minutes) • Listening for fluency

Students now perform with their partner before the class. No scripts are allowed (ICQ: Can you bring your paper? No.) Students will vote on who is the best waiter. General feedback is given on the board.

Web site designed by: Nikue