fatma fatma

Childhood and Upringing Lesson
B1 level


In this lesson, students will be involved in listening focused vocabulary and speaking activities by listening for gist and specific information related to a conversation about childhood and upbringing context.


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Main Aims

  • To provide gist and specific information listening practice using a text about Upbringing in the context of Family

Subsidiary Aims

  • To provide clarification and practice of Upbringing in the context of Family


Review (7-10 minutes) • To introduce the lesson and review of the previous lesson

-Provide ss with the speaking practice of past simple and past continuous. -Set the context by asking who are important in their lives. -Ask the questions 'Where did you meet?' and 'What was happening in your life at that time?'. -Elicit the forms for these questions. -Give HO and ask them to write the questions. -Put ss in pairs. -Tell ss that they are going to talk about important people in their lives. -Encourage them to share information about their partners.

Lead In (3-5 minutes) • to prepare students to next listening exercise

-Ask students that who was the most important person in your life when you were children?. -Give an example to encourage them: My mom was the most important person in my life when I was a child.

Pre-listening (3-5 minutes) • To provide a small description about the listening part

-Check upbringing: Do you think they had a happy upbringing?. -Give them a minute to read the text. -Check their understanding of the text.

Listening for gist (7-10 minutes) • To provide a controlled listening practice for gist

-Check the words permit and insist. -Students listen and decide whether their parents permitted, didn't permit or insisted on. -Give the students HO and time to read the sentences. -Play the recording. -Peer check. -Elicit answers from students.

Vocabulary (7-10 minutes) • To clarify new vocabulary related to the conversation

-Provide students with matching exercise. -Elicit answers from students ask them write on board. -Tell ss that they are going to play taboo. -Divide Ss into two groups. -One student in each team will try to describe the word that is given to him/her. -For right answers they will get points. -They will take turns and play the game.

Listening for detail (3-5 minutes) • To provide a controlled listening for specific information

-Tell ss they are going to listen second time to write R next to the statements Rafael says and M for Mi-Sun. -Peer check.

Post-listening (7-10 minutes) • To make them practice vocabulary about upbringing

-Ss discuss the questions with their partner. -Ask them to share their ideas with WG.

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