Gaziza Anarova Gaziza Anarova

TP 8A Gaziza Anarova
A2 level


In this lesson students learn about 'domestic crisis' through guided discovery presented by conversation of two people, one of them facing problems at home. It will be followed by vocabulary clarification and some controlled practice. Then the story will continue by other conversations where the speaker tries to find a solution; students will have a chance to try listening for gist and details followed by feedback and finally a role-play with vocabulary consolidation and real-life tasks.


Abc Handout 3
Abc Handout 2
Abc Handout 1

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about Domestic crisis in the context of Home problems

Subsidiary Aims

  • To provide clarification and practice of Informal expressions in the context of Feelings/Home problems


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T shows a picture of a woman who tries to babysit kids and obviously has problems with this and ask questions:' What is she doing? (babysitting/looking after children) What do we call the action when we look after children? (babysitting) Does she feel happy or stressed? (stressed) Have you ever babysitted kids? Talk to your partner about your experience

While-listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information listening tasks

T tells students: 'Now we are going to listen to a woman, her name is Lorna. You have to listen to a tapescript once and answer who is she calling and what does she need from this person. Then you will discuss the answers with your partner'. Ss will listen to the tapescript once and discuss the answers, T monitors and tries to find if they were able to find the answers.

While-Reading/Listening #2 (6-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T tells to Ss: 'Now I will give you the tasks. You have to read these 10 problems and listen to the tapescipt again and find out which of these problems does Lorna talk about. (Distributes handouts 1) Ss will listen to the previous tapescript again and try to find out the answers. After that T asks Ss to check their answers in pairs after which writes answers on the board; T asks if there is anybody who has all the correct answers.

Vocabulary clarification (12-13 minutes) • To highlight and clarify vocabulary items given in the listening

T asks Ss to do ex. 2 (handout 2) where they should re-write about Lorna's problems using the words given in the chart. Then T plays the recording for the third time so Ss can check their answers. Then T clarifies all the new words on WB by eliciting and CCQs.

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

T asks Ss to do ex. 3 and focusing only one question: Who is Juliet? After the recording T asks if they understood who is Juliet. Since the conversation is short and easy to understand and Ss know the story well, then T says: We will do ex. 4 read carefully all the given sentences. Now Lorna is trying to get help and calls two people. You will listen to two conversations and find out if the statements are true or false. T plays the recording once and asks Ss to discuss their answers with partners and gives answers on WB. (If they have any problems with the listening and can't find the answers, T plays two recordings again)

Post-Listening (7-8 minutes) • To give students chance to use new vocabulary in practice with real-life tasks

T asks to work in pairs and role-play the similar situation as in the listening and gives each pair A or B cards. T monitors their activity, correcting if needed.

Conclusion/ Consolidation (2-3 minutes) • To consolidate the new vocabulary

T writes several incorrect sentences and asks Ss to correct them on WB.

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