English Lesson Planner | TP5 - Listening - Talk about people who have influenced you

Elaine Cristina Yalcin

TP5 - Listening - Talk about people who have influenced you - Intermediate level

TP5 - Listening - Talk about people who have influenced you
Intermediate level

Description

In this lesson, students will talk about people who influenced them in a positive way. First, the teacher will brainstorm important people in their lives, then talk about kinds of people. After they will listen to Tara talking about two people who have influenced her and why. After that, students will work on some vocabulary from the listening. Following that, students will write down about 2/3 people they were influenced by and why, using the target language. Finally, students will share their stories in groups.

Materials

HO1

HO2

Rea, D., Clementson, T. et al (2011) English Unlimited Intermediate Coursebook, Cambridge

HO3

HO1

HO2

Rea, D., Clementson, T. et al (2011) English Unlimited Intermediate Coursebook, Cambridge

HO3

Main Aims

To provide listening for specific and detailed information in the context of people who have influenced you

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of people who have influenced you

Procedure (33-46 minutes)

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

- Introduce myself and greet students. - Write on the board: `important people in your life` - brainstorm with the Ss. -Set the word: influenced Ask Ss - 'do you care for what this person says? do you listen what she/he says? This person has some effect on you? so those are the people who have influenced you > Review some adjectives with the Ss - how can we describe someone's personality? ELICIT from them: funny, serious, courageous, clever, intelligent, talkative, sociable, reliable, clever, creative, charismatic, nice, good, etc. - Project the images on the board with the 3 famous people, and ask Ss to discuss in PAIRS: are they role models? What kind of people are they? Do/Did they influence people? How? FB - Elicit some opinions from the Ss

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

- T shows the photo of Tara and ask Ss to predict, IN PAIRS, two people who have influenced her and how. Tips for the students on the PPP -> "I'm working now working in space science, and if it wasn't for her, I think my life would be very different now." / "I was quite shy at that age, and she really helped me to be myself" Ss will check the answers in the next stage.

While Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information listening task

- HO1 - Ss will listen to Tara talking about two people who have influenced her. They will check if their predictions were right. w/c - Elicit the answers from the Ss.

While-Reading/Listening #2 (5-6 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

- HO1 (second part): Students will listen again and, this time, they will focus on how these two people influenced Tara, checking if their predictions were right. FB - Students check their answers in pairs. Teacher plays the record again to check answers, pausing on the answers and eliciting from the students.

Focus on Vocabulary (5-8 minutes) • To review the listening vocabulary and prepare students for the speaking acitivity

- Instruct the HO2 to the Ss and clarify the meaning and pronunciation of the vocabulary. (Follow language analysis) - Do the activity in PW Tell them, that if they are not sure, they can find the answers on the script. FB - ask Ss to write the answers on the board. - Ss will clarify the form by themselves - HO2 part 2

Speaking task (10-15 minutes) • To provide students with an opportunity to respond to the listening and vocabulary and expand on what they've learned

- PPP Tell Ss they will think about two or three people who have influenced them - HO3. Tell them they will also think about their personality (kind of people) and how they changed them. Tell Ss to make notes or write sentences based on the target language. *Monitoring - check possible mistakes or good language to be used in error delayed correction. - Tell Ss to stand up and get into pairs: share their stories asking questions and talking about it. After a minute, T signs to change pairs. ( do it a few times) *Monitoring - check possible mistakes or good language to be used in error delayed correction. If there is time - FB - ask Ss to share some interesting ideas they heard about