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TP 4


In this lesson, students improve their listening and vocabulary skills through a lecture about renewable and non renewable energy sources. After pre-vocabulary session, students listen and answers the gist & detailed information questions. They brainstorm about advantages and disadvantages of different energy sources in pairs. These exercises prepare them for the speaking activity in the post-listening stage.


No materials added to this plan yet.

Main Aims

  • To improve students' listening for gist, specific and detailed information skills.

Subsidiary Aims

  • To provide clarification and practice of some vocabulary on energy sources topic.


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

Ss will look at the some photos related to topic and will be asked to comment on it in groups and then teacher will get feedback from each group about the photos trying to elicit some basic words on the topic

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

In the pre-teaching session students study eight new words. They are divided into two groups and line in front of the two boards. There are eleven words hanged on each board. Student look at the words for a minute and start to listen the lecture. When they hear a word from the board while listening the lecture, they try to grab the paper with this word. After this first exposure, they do a cross word to clarify the meaning in pairs. When they finish the crossword, teacher gives FB through the handout. To study pronunciation, they listen twice to underline the stressed syllable. They are grouped to check their answers and a member from each group goes to board to underline stressed syllable. Groups compete with each other. The correct answers are counted with the help of the answer key on the board. And students do drills.

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students listen once to fill in the energy sources diagram, check with their partners. Teacher nominates different students to get FB.

While-Reading/Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students listen twice to answer detailed questions individually. FB is given by one student nominating the other.

Post-Listening - Speaking activity (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss in pairs are given the script of the listening to take notes about advantages and disadvantages of renewable and nonrenewable energy. When they finish they are asked to mingle in the class and check other pairs' ideas. Ss write down any new ideas to their templets.

(8-10 minutes) • Post listening- Speaking Activity

Ss choose a color and get the role cards of either a Greenpeace member or Minister of Energy and Mineral Sources. With the help of the ideas in their advantage & disadvantage table , they have a conversation about Turkey's energy sources politics. Greenpeace member tries to convince the minister to use more renewable energy with the help of advantages, and the minister explains his ideas on topic, talks about the disadvantages.

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