saeid rezaei saeid rezaei

Saeid Rezaei 2nd TP
beginner level


In this lesson students will practise listening for gist and details in the context of family and they will be engaged in a video and will experience exposure to daily talk about families performed by native speakers and may build confidence if understanding them. Then they will try to use the expressions and ideas to produce language speaking about their own family!


Abc projection of a picture of my family
Abc gap fill hand out
Abc gist handout

Main Aims

  • To provide gist and detailed listening practice watching a video about family and people's personal information (eg. job, city ...) and hearing and understanding sentences and expressions like works in/ works for, this is ..... He/she is .......(age)

Subsidiary Aims

  • To provide fluency speaking practice in an activity providing information about their own family


Stage 1(Lead in) (7-8 minutes) • To set the context for the listening with a short spaeking activity

- I will write the word "Family" on the board ( maybe I will start with writing the first letter, adding the second after a few seconds and will elicit the word) - I will write the question ( "is it big or small? "and "Do you have brothers and sisters, a husband or wife, children?") and will write the answer to each question about my family - I will ask them to discuss the questions in pairs - I will get the feed back by asking some students answer the questions about their partner.

Stage 2(Listening for gist) (7-8 minutes) • To have students listen to the recording for the first time and listen to the overall ideas and not details for the first time

- I will give instructions for ex. 2 workbook page 13 - I will distribute the handouts and give any further explanations if necessary - The video will be played and the students will tick the people discussed in the conversation - pair check - WC FB

Stage 3(Listening for details) (9-12 minutes) • To have students listen for details and pay attention to certain pieces of information rather than the gist

- I will give instructions of the activity - I will distribute the exercise and will give them some time to read the sentences - I will go through a few of the sentences and we will try to predict some of the answers to show them what kind of information to expect - The video will be played again and students will match the words with the gaps - I will ask them to check their answers in pairs - if necessary I will play the recording again before getting a whole class feedback - If difficulties still exist I will play the video again and will pause every few seconds

Stage 4(Detailed listening 2) (3-5 minutes) • To have students practice more detailed listening

- If the previous activity goes well and ends in time I will do activity 5, too. - I will give them instructions - play the video and have them choose the correct answers - Pair check - WC FB

Stage 5 (Follow up speaking) (15-20 minutes) • To provide the students with the opportunity to talk about their family

- I will project a photo of my family on the board - I will tell them the age and jobs of my family members and will write sentences on the board (This is my brother. He is ..... He is a ...... He works for ....) - I will check who has family photos and reassure those who don't that it is no big deal and I will tell them to choose three members of their family and talk about them. - I may use "tank wheel" instead of free mingling. I will ask them to stand up and stand in front of each other in two rows. Then I will explain and model how tank wheel works. I will give them instructions for the activity and let them meet as many people as they can during the assigned time..I will monitor the students and have them change partners by clapping my hand. - Students will sit down and I will ask some of them to talk about some of the photos

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