Hamed Hashemian Hamed Hashemian

Electrical Equipment
Intermediate,B1 level


In this lesson students learn some vocabularies in terms of electrical equipment. They cover a listening part relevant to the topic.


Main Aims

  • To provide gist, specific information and detailed listening practice using a text about Electrical equipment in the context of People (electrical equipment)

Subsidiary Aims

  • To provide fluency speaking practice in a Items of electrical equipment in the context of the merits and demerits of electrical equipment


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

At the very beginning in order to set the context, I will show them a power point which has got 8 items of electrical equipment. I will ask the students to talk in pairs and tell each other about the importance of electrical equipment. I mean which one is the most important and which one is the least important with justification. I will give them adequate time to speak. Afterwards I will ask everyone to tell his or her peer's opinion.

PreListening (5-7 minutes) • To prepare students for the listening and make it accessible

I will pre-teach two vocabularies which I think these would block their understanding. The words are HAIR STRAIGHTENER and GPS(Global Positioning System). I will teach these vocabularies by eliciting and miming.

While Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

For the gist listening, I will give them a handout and in which there are three photographs and three names on them. They will be requested to listen just once match the pictures (names) with numbers. I mean speaker 1 .... name. Speaker 2...... name. Speaker 3......name. I will give them instructions as well and they are doing this task individually and afterwards check with their partner. As WCF I will reveal the answers on OHP. Subsequently, as for the specific information, they will be given another folded handout and they will be requested to listen very carefully and write 3 items of electrical equipment that they hear. Again they will do that individually and if they find it tough to respond, I will give them another chance to listen. they will check their answers together and for the WCF I will elicit the answers and I will write them down on WB. ICQs: How many items are you going to write? 3. Are you going to do it alone or together? Alone.

While Listening #2 (11-13 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

The students will unfold their handout and there are 6 sentences. They will be requested to listen (once or twice depending on their need) and match the sentences with the photo. In this detailed listening task, they are expected to listen much more rigorously in order to respond correctly. They will listen and on the basis of each person's speech they will match with their names which are on the photo. They will definitely do it individually. And afterwards they will check it together and as a whole class feed back. I will give them the script and they will check their answers. ICQs: What are you going to do? we are going to listen and match the sentences with photos and write their names in front of each sentence.

Post-Listening (9-10 minutes) • To provide with an opportunity to talk about the relevant topic

For the last stage of the listening I will divide the class (depending on the numbers) into two or three different groups and they will be sat like a circle. I will show them the power point which has got some other pieces of electrical equipment and I will ask them to talk about 3 merits and demerits of these items of equipment in group. Afterwards I will ask each group to talk about their view. Finally I hope I will make the delayed error correction.

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