Zoe Zoe



Abc New Vocab matching exercise
Abc whiteboard markers, blu tack, pens
Abc pictures of animals to put on whiteboard
Abc recording of article
Abc device to play the recording on
Abc Jungle book picture
Abc questions for 2nd Listening handout

Main Aims

  • By the end of this lesson students will have had practices listening for gist and and more detailed answers, using a recording of an article about children who have been raised by animals.

Subsidiary Aims

  • to provide fluency speaking practice


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

Greet students and have them sitting in pairs, Ask them about what we did last lesson, and explain that this lesson is going to be a little bit different.

Pre-Listening (13-13 minutes) • To prepare students for the text and pre-teach new vocab

Focus students attention on the pictures and new words, first eliciting possible meanings, and assisting if they don't understand. Use the matching word/phrase exercise, Pair-work to encourage interaction. Use concept questions to check the students understanding of new words and phrases, drilling

First Listening (5-5 minutes) • To provide students with less challenging gist and specific info listening task

Sts listen to text, are asked to write down what they think the article is about, do they believe it to be fact or fiction, and why? Can they think of any story or movie that this might relate to? Show Jungle Book picture

Second Listening (8-8 minutes) • To provide students with more challenging and detailed tasks for listening

Sts in pairs Read through handout before playing the recording Sts listen to text again, Answer questions on the handout in pairs, T- monitor students, quick Class feedback afterwards

Practice/speaking exercise (12-12 minutes) • have students interact and practice speaking fluently

Have the St in groups of 4 Talk about their own family/upbringing, was there anything different/uncommon or unusual that they did? Compare stories with other students, similarities and differences. If they were to grow up with animals, which ones and why? T= monitor students, taking notes of anything interesting to ask the students about in feedback time( make sure the groups of 4 are a range of proficiency levels)

Feedback/correction time (7-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned, questions and corrections

Give feedback on students work/answers, use a few highlights and encourage students to share with the class. Answer questions, giving correction for common errors. If possible, eliciting answers from the students before giving them yourself

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