Yusra Yahya Yusra Yahya

Unassessed-Receptive
Upper-intermediate level

Materials

Abc mentimeter
Abc blackboard
Abc textbook
Abc vocabulary PPT
Abc discussion game sheet

Main Aims

  • To provide gist and detailed listening practice using a text about the advantages and disadvantages of getting older in the context of aging

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of ageing

Procedure

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

I will start by asking the students to guess the topic of the lesson (which is ageing) by using hang man- Followed by some discussion questions on mentimeter to get the students opinion on the topic and engage them on a personal level: The questions are: -Are you afraid of ageing? Which age group do you think is the happiest: children- teenagers-adults -Are older people appreciated in your country? Then I will get their feedbak and ask some followup questions

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

I will teach some vocabulary items that the students will hear in the video using some visuals and a PPT. The main method is eliciting and there will be some CCQs. The items are: impulsive, immune system, unachievable & myth. After the vocabulary part, the students are directed to the book to have a look at some pictures related to the video and answer the questions on p.170 ex.2 to predict the content of the video and what it might say about old age

While-Listening #1 Gist (4-6 minutes) • To provide students with less challenging gist and specific information istening tasks

Students will be asked to watch the video one and choose the main idea of it from a list of statements. Students will be asked to read the statements quickly before we watch the video. Then I will ask them to check with their peers before they name the main idea and justify their answers. Then there will be a WC feedback

While-Listening #2 Listening for details and supporting ideas (12-14 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Students will be asked to watch the video one more time and this time to write supporting sentences to the main ideas of the video in Ex. 4 page 171. Students then will check in pairs and then there will be a WC feedback where students have to justify their answers

Post-Listening (10-12 minutes) • To provide with an opportunity to respond to the content of the video and expand on what they've learned

To achive the goal of engaging students away from their phones, the speaking activity will be presented through a game (The whisperers line game). Students are divided to groups of 4 (depending on the number of absent students). The students will stand in lines facing the board. The last row of students will read a question and whisper it to the following student who will do the same until the first liners get the question and run to the board to write the question. Then the writers will go back to the last row and repeat the process. After checking which group got all the questions right, they will sit in the same assigned groups to discuss the same questions. I will be monitoring and assisting students during the discussion. Final feedback will be followed

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