Melisa Melisa

Speed Dating
A1-A2 level


In this lesson, students will practice listening for gist and detail comprehension in the context of speed dating.


No materials added to this plan yet.

Main Aims

  • To provide gist listening practice using a track about speed dating

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of speed dating


Pre-listening (9-10 minutes) • To prepare SS for the listening and make it accessible

-T connects the earlier lesson's topic (TV) to her lesson by asking "Do you know any tv programs in Turkey that are about relationships?" 
-"Romantic ones maybe?" 
-T elicits answers from ss. 
Pre teach BELL, RING, ADVERT BELL: (realia) What is this? (bell) RING: What am I doing with the bell right now? (ringing) ADVERT: -Shows the photo of coca cola advertisement. -Says: "I saw this ---- on a billboard today, and I wanted a coke, so I bought it." Can you see adverts on the internet/ in your phone? (yes) 

-T shows the photo of people speed dating and asks what the people in the photo are doing. 
-Attracts their attention to the bell, name tags and numbers. "What are these? Why are they wearing these?" 
-Gives ss the advert for the speed dating company and answer the questions. WC.

While-listening #1 (5-6 minutes) • To provide SS with less challenging gist and specific information listening tasks

-Shows Becky, Chris and Marcus. -Wants them to listen and decide who Becky would like to see again and why. -Gets WC FB.

While-listening #2 (13-14 minutes) • To provide SS with more challenging detailedi deduction and inference listening tasks

Plays the recording for the second time. 
-Wants SS to note down the things Becky has in common with Chris and Marcus. -Gets SS check their answers in pairs. WC FB. -Draws two hearts on the WB, one for Chris, one for Marcus. -Gets SS come to board and write down their notes. -Asks: “Who do you think Becky will choose?” “Why?” WC FB. -Plays the track as AK. (she chooses to see Chris again, not Marcus.) 

Post-listening (10-15 minutes) • To develop oral fluency by providing an opportunity to react to the track, to personalize the topic

-T gives heart-shaped numbers to SS to divide them. -T gives them name tags. 
-T gives the cards to SS. 
-Gets SS to fill out information about themselves quickly. 
-Gets them to talk to their "date" for 3 minutes. 
-After 3 minutes, T rings the bell, they change partners. 
-T notes down errors while they are speaking. 
-T gives delayed error correction. 

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