MohammadReza MohammadReza

Listening + Oral Practice on the Topic (Post Listening)
Elementary A1 & A2 level


In this lesson, the Ss will listen to two audios about the world cinema (films, reviews, statistics about the film industry, etc.). Lesson begins with a warm up. The spelling of the word "cinema" is scrambled on the board, The Ss unscramble it. Then, some film vocabulary items are pre-taught. After that, for the lead-in they discuss 2 Qs: "1. How often do you go to the cinema? 2. What films do you like? Hollywood, Bollywood, Turkish films, etc.?" [FB: GW/OC] Next, They listen to audio 2.17 for the gist; They are given 3 options to choose from. Listening for details comes next. Ss choose TRUE or FLASE for the 4 statements [FB:GW/AK]. After that, Ss listen for specific info (missing numbers). The lesson finishes with a speaking activity about watching films from p. 55 (the bottom right corner).


Main Aims

  • By the end of the lesson, learners will have practiced their listening for gist, detailed comprehension, and specific information in the context of film industry and cinema

Subsidiary Aims

  • By the end of the lesson, learners will have had oral practice on the tpoic of film & cinema to react to the audio, develop fluency, & have a chance to personalize the topic


Warmer (1-3 minutes) • To set lesson context, engage students, & activate Ss' schemata

Ss unscramble the letters on the board to make the word "cinema". Then, they see 3 photos on the screen (a Turkish film, a Hollywood film, & a Bollywood film). They say where the film was made (Turkey, Hollywood, Bollywood). They may not know the word Bollywood. So they get familiar with it before the listening.

Pre-Listening (3-5 minutes) • Ss are prepared for the audio in a way that it is accessible for them.

Vocab items like "film industry", "majority" + CCQs. To avoid giving too many handouts and extracts to Ss (they will see enough of HOs and extracts during the lesson), 2 Qs are put on the board and Ss are asked to ask & answer them in groups. They are put into BANANA, APPLE, ORANGE, WATERMELON, & STRAWBERRY groups. The 2 questions are: 1. How often do you go to the cinema? Every week? Every month? 2. What films do you like? Turkish films? Hollywood films? Bollywood films? [Ss are given sample ANSEWRS/SENTENCES]. T runs open class FB. T monitors closely (back-monitoring, squatting, UNOBTRUSIVELY/NOT JOINING THEIR TALK).

While-Listening #1 & 2 (7-12 minutes) • Students do a gist and detailed information listening task in the context of cinema & film industry

#1 Ss are given an HO with a gist question on it. Ss listen to audio 2.17 from the course book Global Elementary. They should choose between a or b. They check their answers in groups. Then, there is WC FB. Monitoring (WHILE-LISTENING): distant/no walking/no getting close to them/ sitting somewhere silently. Monitoring (CHECKING IN GROUPS): walking around. #2 Ss listen to the same audio again for detailed info. There are 4 T/F statements.This time they also see the PIE CHART on the board as they listen, because they need the chart to be able to answer items 2, 3, & 4. Ss check answers in groups (grouping according to the color of the HOs). T gives them the script/monitors closely but unobtrusively. T runs FB.

While-Listening #2 (5-7 minutes) • Ss listen for specific info.

Ss are given a copy of the pie chart with gaps related to percentages of film production around the world. T gives instructions: Listen only one time and put a number in the gap. ICQ: So what do you write in the gap? Ss: NUMBERS. Ss check in groups. T shows the script on the board. Then a student comes to the board and others help him fill in the gaps.

Post-Listening (4-5 minutes) • Ss have oral practice on the topic of cinema, develop fluency, and personalize the topic

Ss are given an HO. There are 4 Qs on it. Some adaptations have been added to the original sentences. They ask and answer the questions in (the same) groups. T monitors closely, intervening only when he feels it is necessary to do so (long idle moments, communication breakdown, etc. )

Web site designed by: Nikue