New lesson plan: 5C,How much is enough?(Listening)

Mahsa

5C,How much is enough?(Listening) - intermediate level

5C,How much is enough?(Listening)
intermediate level

Description

In this part,we will cover listening in the lesson 5C. In this lesson, students will listen to people talking about different drinks and their effects on health. They will develop their listening skills by listening for specific information. Through the listening tasks, students will become familiar with the advantages and disadvantages of some common drinks and learn useful medical and health-related vocabulary. They will also notice and practice the use of quantifiers and structures such as too much, too many, and adjective + enough in context. By the end of the lesson, students will be able to understand the main ideas and specific details of the listening text and use the target vocabulary and grammar more confidently when talking about health and lifestyle habits

Materials

Main Aims

To provide gist, specific information and detailed listening practice using a text about What do you drink? in the context of Drinks and health

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of Drinks and health

Procedure (20-31 minutes)

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

At first, I will tell my students what I usually drink for breakfast, mid-morning, and other times of the day using the blue table on page 42 as a model. Then, I will ask them to discuss the same questions in pairs and talk about their own drinking habits. While they are speaking, I will monitor and note down some common mistakes on a piece of paper. I will not correct them immediately. After the activity, I will tell them the common incorrect sentences on and ask the students, "Are these sentences correct?" If not, I will elicit the correct forms from them and write the corrected versions on the whiteboard.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

I will ask my students if they know the meanings of the words "diet soda," "nutritionist," and "low-fat." If they know them, they will explain their meanings to the class. If they do not know them, I will ask them to guess their meanings from the context and the pictures in the book. Then, I will ask my students to look at the drinks and think about their positions in the chart. I will ask them which drinks they think are the healthiest and which are the least healthy. They will have one minute to think individually and then discuss their ideas in pairs. After that, I will elicit some answers from the whole class and ask them to justify their opinions. This activity will help activate their background knowledge and prepare them for the listening task.

While-Listening #1 (2-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask them a simple question such as "In your opinion,why we should drink water more than any other drinks?"

While-Listening #2 (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will play the recording for the first time and ask the students to listen for the general idea. I will tell them not to worry if they do not understand every word.Then, I will play the recording a second time and ask them to complete the task and check their answers. After that, they will compare their answers in pairs before we check them together as a class.

Post-Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

At first, I will ask the students to discuss the main idea of the listening text and what they have learned from it.Then, I will ask students whether they agree with the ideas in the listening in Part C and compare them with their own habits. While they are speaking, I will monitor and take notes of common mistakes without interrupting them. After the activity, I will conduct delayed error correction by writing some of the common mistakes on the board and asking students to correct them. Finally, I will elicit the correct forms and write them on the board.