alyssa abell alyssa abell

Experience 4
Pre-Intermediate level


This lesson's main aim is Listening, through the topic of being 20-something. The sub-aims speaking and lexis are done through the same context. They relate to one another because the lexis will activate the ability listen and the speaking practice aids in comprehension as well.



Main Aims

  • To provide specific information listening practice using a text about growing-up in the context of in the life of 20-something year olds

Subsidiary Aims

  • To provide clarification of colloquial/slang words in the context of growing-up and being 20-something
  • To provide productive skills on a a relatable and every day life topic


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

T: Nikhil, 23, Student, Exploring, India T: "23"...gesturing and body language-- He is '20-something' T: I am 23, I am 20- something T: Fati..."20-something?" [If he is here]

Follow-up lead in/ Question 2 (7-8 minutes) • Productive Warmer on the phrase '20-something'

T: the 'igeneration' [point to iphone/mac] are those who are 20-something NOW T: Do you know someone who is 20-something? What do they do? Do they live at home? T: Discuss with your partner T: Select 3 students, have the opposite student talk about their persons 20-something (receptive skill)

Pre-teach Vocab's in the reading (3-4 minutes) • check understanding in the reading

Igeneration Boomerang kid 20-something nephew

Highlighting (4-6 minutes) • To draw students' attention to key words in the listening text

T: Point to Leo/ Else/Dan include age and say '20-something' T: Gesture Listen....pause... who is happy?[dot the photos] Who feels grown-up?[dot] Who knows what they will do in their future? [dot] T: play recording 5.11 T: CCQ- Who...[point happy?]...[grown-up]...[what they will do]

Semi-Controlled Practice (8-10 minutes) • Check ability to be receptive to the listening skills

T: HAND OUT T: write the name of the 20-something, here, here, here. T: example 1 "how old is _leo's_ nephew?" T: Go. Group T: CCQ-give them key

Receptive check (3-4 minutes) • regrouping after so much information

T: Write down what you know about Leo, Dan , Elsa

Semi-Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T: Re-group, move one person from each table T: HAND OUT T: Listen and look at questions, answer T: Stop after each one!!!!

Freer Practice (6-7 minutes) • Give learners the opportunity to practice conversation on the topic

When do you think is the best time for children to leave home? What are the pros and cons for the children?

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