Namat Abou Saed Namat Abou Saed

Upper-intermediate level


Main Aims

  • To provide specific information and detailed listening practice using a monologue by a psychologist about giving tips in the context of disagreement and arguments.

Subsidiary Aims

  • To provide fluency speaking practice in a role-play in the context of two arguments with a partner.


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

T will show a picture of people arguing. T will ask Ss what are these people doing? How do you think they feel? T will show two questions on the board: Who do you usually argue with? And about what do you argue? T will ask SS to discuss in pairs and ask each other the questions on the board. T gives S 1.5 min to do so. T will then ask the SS about their partners Who do they argue with and about what?

Pre-listening prediction (1-2 minutes) • To set up the listening activity and to make the task easier to understand.

T wears black glasses and acts like a psychologist holding some papers and a pen to take down notes like a psychologist would. T will tell Ss that they are going to listen to a monologue by a ..... allowing them to say the occupation. T will allow Ss to predict who the speaker will be and what they might be talking about.

While-Listening #1 (7-8 minutes) • To provide students with a less challenging specific information listening task

T will chest out HO 1. Although already predicted, T might want to remind the Ss that they will listen to a psychologist giving some tips to help people when they disagree with somebody about something. (if needed) T will tell Ss that they will listen once and tick the six things she recommended. ICQs: How many tips will she give? [six] T will give Ss some time to read sentences 1-10 T will play the audio once the whole way through. T will monitor T will ask Ss to check if they have ticked the same tips with their pairs. T will discuss answers and ask for feedback. Ss should have ticked 1, 3, 5, 6, 7, and 9

While-Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T will get Ss to focus on the six sentences they have ticked. T will tell the Ss to listen again and add more detail to the tips they ticked. T will play the audio again, pausing after each tip is mentioned to give Ss a minute to discuss briefly with a partner what else the psychologist said. T will elicit all the extra information from the Ss. T will repeat for the next five tips. T will finally play the last part (from but I want to say one last thing...) and will pause at this point to ask Ss if they can remember what the last important thing was. T will elicit ideas and then plays the audio to the end.

Highlight/clarification (6-8 minutes) • To draw Ss attention on some functional language they might want to use later in their role-play

T will give Ss some time to focus on the 8 sentences from the listening. T will provide Ss with a HO. T will ask Ss if they can recall or even guess any of the missing phrases or at least some of the words. T will tell Ss to write their suggestions in pencil at the end of the sentence in groups. T will play the audio, pausing after each sentence to give Ss time to write. T will elicit meaning, form and pronunciation from Ss, T will make sure Ss understand the meaning of the phrase. T will project the answers on the WB and do a feedback and any clarification through CCQs if needed.

Post-Listening Speaking activity (4-6 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned

T will invite Ss to stand, walk around the class Ss will then be asked to look at the question on the board Ss will discuss with each other about which two tips they think are the most useful and why.

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

T will change the seating arrangement of the Ss so that they are seated comfortably face to face to perform the role-play. T will show the Ss role-play cards HO. T will tell Ss that there are two roles, Ss A and Ss B. T points out that Ss A will be a female while Ss B will be a male. T will explain that Ss are going to act out TWO arguments and they have to read their roles carefully before starting. Note: a male S may have to play a female role and vice versa. T will monitor while S role-play T will do delayed error correction

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