Elçin Özkarakaş Elçin Özkarakaş

AT 4
Intermediate level


Abc Handouts: questions about listening
Abc Whiteboard and boardmarker
Abc Computer and overhead projector

Main Aims

  • To provide fluency speaking practice in a discussion in the context of asking for and giving clarification

Subsidiary Aims

  • To provide review of success words in the context of success
  • To provide specific information listening practice using a text about success in the context of success


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

T pulls the hot seat in front of the classroom and invites one of the Sts in order to guess the lesson's key word "success". After a student guesses the word on the board, T questions other forms of success and practice their pronunciation with the Sts in a whole class activity in order to arouse their attention to today's lesson theme.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

T instructs Sts to listen to a dialogue, in which the key phrases of asking for and giving clarification phrarses are used between a student and a professor, in order to fill in the blanks. Sts listen to the audio twice to write down what they hear. After listening, T instructs the Sts to do peer check with a friend sitting next them in order to compare their answers before whole class feedback part of the lesson. In whole class feedback past of this activity, Sts answers the gap-fill questions and T lets each of them to write the answer on the board and corrects if needed, thereby Sts expose themselves to the target phrases of the lesson in order to use them in the production step.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T reflects the target language on the board screen upon students answers in order to expose them to the language first and then starts to practice pronunciation of each phrases as a whole class activity. First the teacher pronounces each phrase after each Sts repeats them. T can also ask Sts invidulally and randomly to elicit the pronunciation from Sts if time allows and gives immediate feedback to correct if there is any pronunciation error.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T puts Sts into groups of 3 and gives 2 famous quotes about success in order to discuss them in agree&disagree context using the key phrases they just learnt. Firstly, Sts are given 10 mins to prepare their discussion in which at least two of them have same or different side of the discussion using the guding questions below each quote. One of the Sts can be assigned as the group writer and language checker of the group. While they prepare their discussion, T walks among them and monitors their preparation phase. When time is up, T instructs Sts to perform their dialogue within their group simultaneously with other groups for 5 minutes. T doesnt give any immediate feedback while Sts are talking to each other but writes down some notes about their fleucya nd key phrase use in order to give a group based delayed feedback during feedback part of the activity.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

During feedback time, T gives groups based feedback to each group shortly and let them to revise their dialogue in 3 mins. If time allows, T asks each group to perform their dialogue using the key phrarse and ask other Sts to listen to each group with teacher with a critical perspective taking notes. In the end, one of the group members of each group visits other groups as a group repsentative to present their group idea about each group they evaluated.

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