TP5
Intermediate level

Description

In this lesson, students will do a listening exercise to improve their gist listening and detail listening skills. They will also be introduced to multiword verbs which are related to the traveling theme. After the meanings of vocabulary items are clarified through pictures, CCQ's and HO's, students go over gist and detailed listening stages. The lesson ends with Post-Listening activity.

Materials

Abc PPT
Abc Pictures
Abc WB
Abc Gap fill HO
Abc Colored Cards

Main Aims

  • To provide gist and detailed listening practice using a audio about travelling for business in the context of two people talking about their jobs

Subsidiary Aims

  • To provide clarification and practice of multi-word verbs in the context of travel

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

The teacher starts the lesson by asking students if they like traveling and why they travel. Then she asks more personalized questions. For example, she might address the questions to a student who has traveled recently and asks her why he/she traveled. The aim is to elicit travel for business and travel for pleasure phrases. Then she shows them a few pictures and asks what are the people's occupations in these pictures and if they travel for pleasure or business. She also introduces "hiking tour guide" and " hotel manager" in this stage so that students would be able to understand the gist listening better. Then she pairs students and gives them some time to think of some jobs that require traveling for business and some that don't. Ss share their ideas before moving on to the next stage.

Pre-Reading/Listening (10-15 minutes) • To prepare students for the text and make it accessible

Teacher gives students HO's in which they need to match the visuals with phrasal verbs. Students match the pictures with the phrasal words and peer check. Then the teacher gives students some situations ask some CCQ's to elicit the phrasal words After the meanings are clarified T gives students a written text with blanks. In pairs, students fill in the blanks with the correct phrasal verb. They peer check and give the answers. After students give the answers T benefit from choral and individual drilling to practice pronunciation. T pair the students with different partners and ask them to tell each other what they remember about the letter. T tries to monitor closely and hear pronunciation mistakes to handle with delayed correction.

While Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher tell students that they will listen to two people talking about their jobs. She tells their names and elicit their jobs by pictures. She tells students that when they listen, they need to focus on two questions. 1. Are they happy with their jobs? 2. What problems do they have with their jobs? She gives students some time to think about the problems and Ss guess which problems belong to who in pairs .6 problems are hanged on the wall to make the listening for gist practice less challenging. Students listen to the audio. Talk with their pairs and share their ideas.

While-Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students listen to the audio again to match sentences with the person who says them. After they listen and check with their partner teacher shows the answers on the board and tell students to order the sentences by the time they were said. In pairs, students put the sentences in order. Teacher gives feedback.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher ask students what jobs should people choose if they love traveling. Students share their ideas in groups of 3 people. Then the teacher writes their answers on the board. Finally, she asks the students to choose one of these jobs and come up with some problems they might have when they travel for business. She gives them 3-4 minutes find some problems and ask them to share the problems they found with the whole class. She gives feedback and ends the lesson.

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