maryam maryam

Who is a fussy eater?
Elementary, A1 level


In this lesson, first, some pictures are shown.(Lead-in) The teacher provides the context for pre-listening which is followed by clarification of new vocabulary items through applying ECDW technique. Second, the students will predict the topic (who's a fussy eater?). Third, they'll listen to the story. They are supposed to listen for gist and answer the related questions. Next, this stage is followed by listening for specific information. After that, they will listen for details which is followed by a speaking task in which they will the chance to work in pairs and groups. (Pyramid Shape) The teacher should keep in mind to monitor the Ss at the proper time. Different feedback techniques should be applied.


Main Aims

  • To improve Ss' listening skill, considering listening for gist, specific information, and details in the context of a fussy eater.

Subsidiary Aims

  • To familiarize Ss with the vocabulary items which they will hear in the listening section.


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students. To make them interested in the topic of the lesson.

A picture of a food pyramid is shown on the board by using the video projector. The teacher asks some questions from the Ss and elicits teh answers to provide the context.

Pre-Listening (6-8 minutes) • To provide the context by pre-teaching the problematic vocabulary items and asking them to predict the topic of the lesson.

To prepare Ss for listening for the gist. Pre-teaching some vocabulary items will be done through ECDW. The Ss are asked to predict what the context of the listening will be, making them ready for the gist part.

While-Listening (8-12 minutes) • To provide the Ss with the opportunity in which they'll listen to find out the gist as well as specific information.

Ss are given some questions. They are required to listen to the audio file and answer the questions.(listening for gist) (feedback:W/C) Next, they are asked to listen for specific information and fill the gaps in the sentences.(feedback: the Ss check their own answers with the answer key sheets on the walls) Then, they'll listen to find out details.(feedback: the Ss nominate each other to give the correct answer)

While-Listening (10-12 minutes) • To provide Ss with the chance to listen for details which requires more concentration

In this stage, Ss will listen to the audio to find out the details of the listening audio file. They are required to listen individually and answer individually. However, they will check their own answers with their peers. (feedback: Ss are asked to write the correct answers on the board)

Post-Listening (8-10 minutes) • To provide the Ss with the opportunity to speak freely (fluency) or to write based on the topic they've learnt in the previous stages

The teacher sets the context of speaking activity by asking the Ss to imagine that they will stay in an island for two weeks. The won't find any food, drinks, fruits, and vegetables there. They should decide which items they will buy to take to the island. They can just choose 10 items. First, they work in pairs and come to a conclusion. Next, they are asked to express their ideas in groups and decide which items are the most important ones to buy and take. (feedback: one student from each group will write down the 10 items they have decided to buy)

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