Gizem Dolu Gizem Dolu

Changing Lives
Intermediate, B1 level


In this lesson, the context of charity work is going to be set generally. This lesson is focused on listening and speaking skills. Students are going to have the opportunity to speak L2 immediately after they listen to the audio. They will work in pairs and groups all the time. They are going to listen to an interview with Jane who is the founder member of the charity Adelante Africa. They are supposed to listen to two different listening tracks and answer some questions about them.


Abc HO (Questions-a-)
Abc Listening 1.45
Abc Listening 1.46
Abc HO (Questions -d-)
Abc HO (c)

Main Aims

  • To give Ss practice in listening for gist and detail in the context of charity work

Subsidiary Aims

  • To practice speaking for fluency in the context of charity work


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Check the projector and materials to be ready. Ask Ss how they feel today. Project the slideshow and ask Ss to talk about the biggest change in their life with their partners. Do not forget to state pairs clearly. (Give 1 min for each discussion!) Ask two of them to mention their biggest change in their life Ask Ss to talk about how to change someone else's life with their partners. Ask two of them to mention how to manage it.

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

Change half of the students' seats and form the pairs again. Show them the photo of Jane Cadwallader. Give HOs and ask them to discuss the questions with their partners and later ask two of them to tell their answers. Be sure that set the context carefully Tell Ss that you will talk about some words before they listen to an interview with Jane. Ask Ss if they know what break down, surround, headmaster, orphan, refugee, deserve, malnutrition mean. If someone knows, let him/her explain. Even if someone explains the meaning or ss do not know the meaning, show them photos on slideshow and ask CCQs. Show three photos of cars that broke down on the road. Then ask CCQs. ___________________ Breakdown Can you drive these cars? -No, I can’t. Are the cars working? -No, they aren’t. Did they stop working? -Yes, they did. So they broke down. What should I do if my car breaks down? -Call the mechanic. Is the mechanic going to fix my car? -Yes. Why did I call the mechanic? -Your car broke down. ___________________ Surround Show some photos then ask CCQs Are these people alone? -No Are there any other people near them? -Yes Did other people gather around them? -Yes Did other people surround them? -Yes ___________________ Headmaster Show a photo of Mahmut hoca from Hababam Sınıfı. (film that everyone knows in Turkey.) Ask CCQs Who does he do? -He is in charge of the school. So he is a …? -Headmaster ___________________ Orphan Show Ss photos of orphans. Ask Ss CCQs Where are they? -Cemetary Do they have parents? -No, they don’t. Are their parents alive? -No, they are dead. So they are..? -Orphans. __________________ Refugee Show Ss photos of refugees and ask CCQs. Are they leaving their country? Yes, they are. Do they want to live in another country? -Yes, they do. What are they? -They are refugees. Are they in their own countries? -No, they are not. Why? -Because they are leaving their countries. Why? -Because of a war, economic problems etc So they are..? -Refugees. ___________________ Deserve Show Ss photos of two students and ask CCQs_ What kind of a student is he? -Hard-working Does he deserve a good mark? -Yes. What kind of a student is he? -Lazy Does he deserve a good mark? -No. Does he deserve a bad mark? -Yes. ___________________ Malnutrition Show Ss some African kids’ photos and ask CCQs Do they look healthy? -No. Are they too hungry? -Yes. Can they find food easily? -No. Are they too slim? -Yes. What do they suffer from? -Malnutrition.

While-Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information listening tasks

Show Ss the questions on the slideshow and ask them to find the answers of those questions while they are listening to the interview. Play the audio on the computer. Ask Ss to discuss the answers with their partners. Ask two of them to tell their answers.

While-Listening #2 (16-20 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Ask Ss to pick up papers, divide the class into 6 groups according to papers' colours and give each group two of the topics from Ex.c. Ask Ss to write as much as information they can about it. Play the audio and give Ss some time discuss with their partners then ask them to check their answers with the other group that has got the same colour with them. Form the groups again. Be careful that each group should consist of different colours.Give some time Ss to tell their questions and answers to other students. Get FB by nominating some students. Pass out HOs and explain what Ss will do on that paper. Tell them that they will correct the wrong information in these sentences. Give 30 seconds to read all the sentences. Play the audio. Give yellow, green and red papers. Tell them if they think the sentence is true, raise green paper up if they think the sentence is false, raise red paper up, if they are not sure if it is true or false, raise yellow paper up. Read all the sentences and have a look at students' papers. Do not tell the answers. Let them discuss each other if there is someone made a mistake. Then show them the answers on the slideshow.

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to practice in speaking with context of the audio

Ask Ss to write one question about the audio they listened to. Give 1 min to think about it. When they are ready, ask Ss to ask and answer each other's questions in pairs.

Web site designed by: Nikue