Ender Topçu Ender Topçu

A2 level


In this lesson students are going to listen a text about a party in the context of “three generations” Students will also practice speaking through a freer practice using the new vocabulary (adjectives).


Abc handout
Abc projector
Abc board

Main Aims

  • To provide specific information and detailed listening practice using a text about party in the context of three generations

Subsidiary Aims

  • To provide clarification and practice of adjectives in the context of three


lead in. • to provide awareness to the topic "Party"

T projects a picture taken in a party. He says he was Asks SS when they had a party for the last time T gets some answers from SS

Listening for gist • To provide general understanding

T says they are going to listen to a text about a party. T asks “what kind of a party is that?” ICQs. Do we need to understand the whole listening? What do we need to hear? Do we need to know where the party was?

Listening for specific info • to familiarise learners with the text

T gives a HO Says that they are going to listen to the text again Ss will be in pairs T tells SS that we are searching for a country/number of people/food/drink T says there will be two food names and two drink names SS listen to it to find the information required. T tells them to listen one more time. After finishing T projects the HO and SS write the answers. CCQs. Look at the HO what information are we looking for? Do we need to understand the whole listening? How many food name are we looking for? How many drink name are we looking for?

Listening for detail • to provide learners understanding the text in depth

T gives one more HO. And says students that they are listen to the text again to answer T/F questions. Ss listen to the text and answer the questions in pairs. T gets the answers from SS and writes them on the board Then T gives students some time to discuss in pairs about the false ones T wants students to correct the false statements. T gives pens to random students to write the correct statement on the board.

Vocabulary • To provide new vocabulary

T gives a vocabulary HO Asks SS to match them with their meaning and write the opposite adjective next to the definition. T tells them to work in pairs. T projects the HO Each pair matches one word with the definition and writes the opposite meaning next to definition. WC checks the answers If there are mistakes SS find them T asks SS what king of word they are and elicits "adjective" T elicits where we use adjectives CCQs. Are we going to do it alone? Are we going to show our papers to our friend? What are we going to do after matching the words with their meanings? What do we write next to the meaning?

Post-listening • to develop oral fluency on the topic

T matches SS in pairs Gives a HO on which there are some questions to ask to their friends. SS speak to each other and note down the answers they get. T tell SS to use the adjectives that they have learnt while answering the questions Then T gets some answers from the SS about their friends.

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