Masoud Khavari Masoud Khavari

Masoud Khavari
upper-intermediate level


In this lesson , the students learn how to improve their ability of listening through guided discovery. They are also extending their area of vocabulary and apply them into practice in the following activities.


No materials added to this plan yet.

Main Aims

  • Listening, to give students a chance to improve their receptive skills

Subsidiary Aims

  • Vocabulary, The students learn some new vocabulary items and use them in freer activities


warm-up (3-4 minutes) • To engage the students in guessing the topic they are going to hear about

The teacher asks a question about how they used to learn in the class when they were at school. Then he puts the students into pairs and give them as a handout in which there are some questions. They are going to discuss these questions abut their learning habits when they were students.

Lead in (4-5 minutes) • to get the students familiar with the famous educator Montessori.

The teacher asks them to tell the name of one of his/her best teachers at school to his partner and explains why he was the best. Then I randomly choose some students to tell about their teacher to the WC. Then the teacher shows the WC the picture of Montessori and they make a guess about who she is and asks if they have heard the name of Montessori and her method of teaching.

Pesentation (8-10 minutes) • To present the topic of lisrtening

The teacher asks students to read the short introductory about Montessori to get familiar with him. then they are asked to be in pairs and to do the first example (Bullet Point). and as a class activity they must mark the appropriate place in the notes. The teacher don't pre-teach any of the items in the list, and encourage the students to guess if necessary.the teacher check answers as a whole class and elicit the meaning of the symbols and abbreviations. The teacher Demonstrates underlining and highlighting on the board.

Feed back (3-4 minutes) • To have students discuss other other techniques.

the teacher puts the students in pairs and asks them to discuss the other questions about the other techniques they have learned at school and asks them to demonstrate them if possible.

Listening (5-6 minutes) • To develop the ability of listening skills

this activity will probably be challenging, and it is important that students do not panic. The teacher emphasis that the main aim is to practice the different techniques in understanding the points. The teacher plays the audio for the first time and asks the students to take notes of whatever they understand from the recording. Then they are put into pairs to discuss the tips they have taken notes from the listening.

Feedback (4-5 minutes) • to make sure the students focused enough on their task

The students are put into groups and they are asked to swap their notes. Their partners read the note and compare it with the one they have taken from the audio. they should add or remove anything they suppose is missing in their notes.

Listening (4-6 minutes) • To give students another chance to complete their notes

The teacher plays the audio for the second time and asks them to focus on the listening and complete the missing points which are important for learning in the class. Then the teacher asks the WC to share any new ideas of how to learn a point.

Writing (4-5 minutes) • To develop the students' productive skills

T asks a question to see if Ss know anyone similar to Montessori. Q: "Do you know a person similar to Maria Montessori?" T asks students to write a paragraph about their answer to previous and the following questions: Q: " Why do you think he/she is considered such an important figure in education?" Q: "Have her/his ideas influenced the way people act in your country?" After students are done with the writing tasks, T asks them to share their answers with their partners. T monitors students to solve their problems and make sure they are on the task.

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