Marzie Danaei Marzie Danaei

a nightmare journey, vocabulary
Intermediate , grade B1+ level


This lesson provides the context for the TL in the next lesson. During this lesson which is working on receptive skill of listening as the main aim, SS learn some vocabulary related to journey and its problems. The lesson starts with creating and telling a story by looking at some photos on power point as a lead-in to introduce the topic "a nightmare journey". This is followed by illustrating other pictures related to journey problems to pre-teach the blocking vocabulary for listening following MFP method. The SS develop their receptive skill by listening to the conversations for gist and then listening for inference of the vocabulary as the sub-aim of the lesson. Then, they're going to have a speaking activity to improve their productive skill and personalize the topic.


Main Aims

  • To provide gist, detailed and deduction listening practice using a text about travelling problems in the context of journey

Subsidiary Aims

  • To provide clarification, review and practice of travelling vocabulary in the context of conversations during a journey


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

-T greats the students and informs them that she's going to tell them a true story about herself. -she shows some slides on power point and asks students to make sentences and tell the story according to the pictures. -At the end of the story SS get familiar with the word "nightmare" and "journey nightmare", so the context is set and S are engaged well. - During the story some of the words such as "journey", "get on/ off" , "nightmare" will be pre-taught as well.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

- After telling the story and conveying the meaning of nightmare journey, T shows a question on the power point and asks for its meaning :" what can go wrong when you're travelling? " Then, she elicits the answers and words by illustrating different slides containing pictures of journey problems. - For each picture teacher give some time so that SS talk about the picture and guess the problem. Teacher elicits the word and follows MFP and practices drilling.

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

-T tells SS that they're going to listen to a conversation (Part A). they should find out where they are and what the problem is. Teacher shows the questions on the board along with the distributed hand outs. T plays the first part and asks SS in pairs to answer the questions. Then T gets a feedback by asking one of the SS to write the answers on the board. - T shows the question for the next part (B) "how do they feel on the train?" To get a FB T asks SS to express their feeling. (miming them) - T asks SS : "what did they take and get on finally?" (Part C). For getting a FB she asks one of the SS to come to the board and draw the picture of the answer. Then teacher plays the second part of C and asks: what do you think the sound is? what's going to happen next? T gets a FB asks one of the SS to come and write the word "engine" on the board since they have already learned it in pre-teaching voc. - T asks SS to listen to part D and and answer the Q: what do they have to do? teacher elicits the answer from SS. - T asks SS to listen to part E and guess : "where are they? What sounds did they hear? " One of the students should come to the board and draw the place and birds. (They're on the road waiting, the sound of birds) - T asks SS to listen to part F and answer the Q: do they get to the party on time? T gets a WCF and circles the answer "no"

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed and specific information listening tasks

In this stage SS listen to recording to practice both detailed and inference reading - T plays part A and SS answer the Q: what kind of party are they going to? - T plays part B and SS answer the Q: how long does the train trip take? - T plays part C and SS answer the Q: why is this bus awful? - T plays part D and SS answer the Q: why should they get off the bus? - T plays part E and SS answer the Q: what does the women suggest to do? - T plays part F and SS answer the Q: why didn't Alice phone Sue? The students are given an answer sheet. they should listen and complete it.Then SS are going to check their answers in pairs. As a whole class FB teacher shows the answer key at the bottom of handouts.

while-listening #3 (6-8 minutes) • to deduct vocabulary related to travelling problems

-SS in pair are given three slips of paper and the should complete the gaps on them with the correct form of the words given one board. Then they should put the slips in order to make a story. (the order of the slips is b, a, c) - Each pair checks the gaps and the story with another pair of SS. - The teacher shows the answers on the board after getting FB by using power point and asking SS to fill in the gaps

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

- T writes the question on the board: In your groups find someone who had the worst nightmare journey. - SS are put in the groups of three to tell each other about the worst travelling experience they've ever had. they should find out who in their group had the worst nightmare journey. those SS should tell their stories to the class and then the whole class decides whose journey was the worst one. -Teacher monitors SS during the conversation and takes notes of useful and excellent sentences SS produce as well as their errors for a delayed error correction and FB with the whole class on the board.

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