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(part A). Then, I will ask them to discuss the same questions(part A). in pairs and talk about their own drinking habits.

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

To pre-teach key vocabulary ("diet soda," "nutritionist," and "low-fat"),I will elicit the meanings of the words through pictures, gestures, mime, and simple definitions rather than giving direct translations. Students will try to guess the meanings from the clues I provide Diet Soda I will pretend to drink a regular soda and show that it contains a lot of sugar. Then I will choose another soda and say, "This one has little or no sugar. People drink it when they are on a diet." I will ask students to guess the meaning of diet soda. Nutritionist I will pretend that I want to eat healthier and ask someone for advice about food. Then I will ask students, "What do we call a person who helps people choose healthy food?" and let them guess the meaning of nutritionist. Low-fat I will compare two foods using gestures. I will show that one has a lot of fat and the other has only a little fat. Then I will ask students to guess the meaning of low-fat. 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

The students will listen to track and try to answer the following questions: "According to the listening why we should not use diet drinks?" why we should drink water more than any other drinks? The answers will be checked with whole class. Students will need to support their ideas if they come up with different answers

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

Students will be asked to read the questions on page 42, part b and then the audio file will be played again. The students need to place different drinks on the jug .They will have 2 minutes to check their answers in pairs then we will check the answers with the whole 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.