Gizem Baltacı Gizem Baltacı

intermediate level


In this lesson, Ss study vocabulary related to a listening about people being watched.The lesson starts with a discussion people being watched and reasons why. Finally, there will be a post-listening task that Ss will work in groups and have personalized discussion on whether they are for or against the idea of being watched by authorities.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of surveillance in the context of people being watched

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about peoples attitudes towards being watched


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Teacher sets the context of amazing or talented people. To do this gives them the task “what special abilities do you think they have?” and shows an extract from this YouTube video and turns the sound off . They also watch a video about Daniel Tammet.T shows pictures of Fazıl Say and Einstein .
SS look at the pictures and discuss who they are, what are they good at and why.

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

Pre-Reading: prediction. T shows two pictures , Ss predict what they think “The Human Camera” and “The Human Computer” are; “what special abilities do you think they have?” T does a whole group discussion and writes some of their ideas on the board. Reading for gist: check predictions. This is a jigsaw reading. That means Ss have different texts but with the same questions. So after you giving instructions t gives half the group “The human camera” and the other half “the human computer” [SB p 161]. T gets them to read quickly, checking their predictions.

reading for details (12-15 minutes) • To provide students with a task on reading for details

· Reading for details (running dictation): Since they have the same questions, they do a running dictation.Teacher has the questions stuck up on the walls around the classroom or in the corridor ,put them in pairs. T explains, there are 6 questions. They are going to write the questions. One is running and the other is writing. The runner stands up and runs over to a question, reads and remembers the question, comes back to her partner and tells her partner the question, her partner writes it. Then they change/swap. First pairs to finish, win. · Reading for details: T makes sure the “The Human Camera” people are sitting together and “The Human Computer” people are sitting together. Ss read alone to answer the questions. T monitors to check they are on track T checks they’re almost finished. Peer check; T gets them to discuss their answers. Monitors and encourages them to correct each other. Provides each group (Camera group and Computer group) with the answers.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Post-Reading: re-group Ss (one camera one computer). Ss now have an opportunity to tell their new friend about the special person they read about. This is the jigsaw reading part, there is an exchange of information as they read different texts. Monitor and listen in, make notes of good/bad language for delayed error correction.Ask Qs like: Who do you find the most special? Why? Do you know anyone who is really talented?

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