Eda Aslan Eda Aslan

Eda ASLAN / 13.03.2014/ TP4- Listening and Speaking
Elementary - A2 level


In this lesson, students will focus on the topic of "work-life balance" by different activities.They are going to practice a receptive skills of listening , as they listen for gist and specific information .They'll read and answer the questionnaire on work-life balance and talk about these questions, so they will also practice a productive skills of speaking.


Abc Video about the life in modern times
Abc Matching Activity - Worksheet and Answer Key
Abc New Headway Student's Book - Elementary
Abc The whiteboard
Abc Picture of Life- Work Balance

Main Aims

  • To provide gist and specific information listening practice using a text about talk by an expert in the context of work - life balance

Subsidiary Aims

  • To provide fluency speaking practice in a questionnaire in the context of their work-life balance.


STAGE 1- Lead-in (5-7 minutes) • to generate an interest for listening and speaking activities and introduce the context

- Teacher shows a video about the life in modern times. -Teacher asks some general questions about the video, such as "Do you think that he is happy?" "What does he do in a day?", " Does he have a social life? etc. - Teacher elicit their ideas . - Teacher writes the question of " Do you live to work or work to live?" and checks comprehension by asking some CCQ , such as " Is your work the most important thing to you? Or do you work just to earn money? - Teacher asks which category they think they belong to.

STAGE 2 - Pre-teach vocabulary (6-8 minutes) • to reduce obstacles to understanding listening part and questionnaire

- Teacher gives students a worksheet including target vocabulary and mixed definitions of those words. - Teacher asks students to match definitions with the target vocabulary. - Teacher gives time limit . - Teacher monitors and picks up points. - When they finish matching the words with the definitions, the teacher asks them to check their answers in pairs. - Teacher gives the answer key. - The teacher asks CCQ in order to consolidate the meanings. - Teacher asks students to drill these words both by chorally and individually.

STAGE 3 - Prediction (1-3 minutes) • To activate schemata and prepare students for the listening part and questionnaire by making predictions.

- Teacher asks students to look at the questionnaire on the book ( page: 28) and the picture on the board. ( life- work balance). - Teacher asks students to guess about the topic of listening part and questionnaire. - Teacher elicit their ideas.

STAGE 4 (4-6 minutes) • to speak about the questionnaire

- The students asks students to read questionnaire (page:28) and complete the Me column about themselves. Then, the teacher asks them to calculate their points. - The teacher pairs the students and they ask questions each other and answer. They compare each others scores. - Teacher monitors and pick up some notes.

STAGE 5 - Listening for Gist (1-3 minutes) • to get a general idea about the listening part

- Teacher asks students to listen to the record (T3.9) and understand what the medical doctor is talking about. - Teacher plays the record and students listen. - Teacher elicit their ideas.

STAGE 6 - Listening for Detail (10-12 minutes) • to comprehend the listening part deeper

- Teacher asks students to read the questions on Exercise 4 (Page: 28) - Teacher plays the record and students try to catch the answers of the questions and pick up some notes. - Students check their answers with their partners and teacher monitors. - Teacher plays the recording again, so the students can check and complete their answers. - Teacher monitors, picks up some points and gives feedback if it is necessary. - Teacher gives the answer key.

STAGE 7 - free speaking (4-6 minutes) • to provide an opportunity for free speaking

- Teacher divides the class into two groups and asks them to talk about the speaking task (What do you think?) (page:28) - While students discuss the questions, teacher monitors and picks up some points. - Teacher gives feedback to the whole class.

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