Yesim Kalkan Yesim Kalkan

Yeşim Kalkan. 4 Nov 2016. Family Bussiness. TP 6
Pre-intermediate A2/B1 level


In this lesson, students will be able to develop their listening skills. They will be able to comprehence the listening activity and answer the related questions.


Abc vocabulary matching activity
Abc hand out #1
Abc hand out #2
Abc Picture illustration

Main Aims

  • To provide gist and detailed listening practice using a text about Family Bussiness in the context of Soap Update

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of family bussiness
  • To provide review of restaurant related words in the context of family bussiness


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

Teacher greets the students. T: You read a text about a Family Business. Who is the most dishonest person? (Darren) Who is the most immature person? (Trudy)

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

Teacher shows the vocabulary matching activity and gives the instructions: T: Match the words with the meanings. Teacher shows the answers on the board. Teacher shows a picture on the board and asks Ss 'Who has this restaurant?' T: We are going to listen to the next episode of the soap opera. What do you thing it's going to happen to Blake Family?

While-Reading Stage 1# (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T shows the first hand out to Ss and; Look at the three questions on part A. T gives Ss some time to look at the questions and then; Listen and answer the questions on part A. ICQ: Are we going to answer just the part A? (yes) Teacher takes the feedback with WC. T: Look at the seven questions on part B. You have one minute. ICQ: Are they true -false questions? (Yes) T: Listen and answer the questions with true or false. Teacher monitors the class to see if Ss need to listen to the dialogue one more time. Students peer-check their answers and T shows the answers on the board.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Gist: T divides the Ss into groups of 4. T shows the hand out 2 and T asks Ss: What do you think will happen next? Make a list of ideas. T elicits some ideas during monitoring and writes them on the board. Listening for detail: T: Listen to the end of the episode. Were any of your ideas correct? Teacher points out the ideas on the board as well. T: Look at the questions on part B. You have one minute. T: Time's up! Listen one more time to answer eight questions on part B. Teacher monitors Ss to identify if they need to listen one more time. Ss peer-check their answers and T shows the answers on the board.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T divides Ss into groups of four. T: What's going to happen in the next episode? Share your ideas with your group. Teacher shows some key points to talk about on the board. Teacher monitors Ss for error-correction at the end of the lesson. Ss combines their group with another group. (Pyramid) Ss shares their ideas in their new group. Teacher elicits WC feedback and does error-correction. Finish!!

Web site designed by: Nikue