Ecem Vural Ecem Vural

Intermediate level


The context is about the most dangerous things when you're driving. I'll start by asking them what are the most dangerous things when you're driving a car? Then they will be handed the text in a half-folded paper. They will read the article and discuss in their group or in pairs which is the most dangerous one They should put them in order and then check their answers by listening to the audio.


Main Aims

  • To provide gist listening practice using a text about the most dangerous things when you're driving.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of driving.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I'll tack the picture of the context on the board and ask them * Where is he? * What is he doing? * Is he busy? * Is he drinking a cup of tea? etc. they'll be working in pairs for a few minutes to discuss it.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Before I hand them the material, I will regroup and ask them * what are the most dangerous things that you do when driving?* They will talk to their partner. (Think-pair-share) The students will be given a half-folded papers. I'll tell them to read the article and put them in order (number 1 is the most dangerous) with their partners. Then they will be asked *Do you(or your family) do any of things while driving a car?" Then they will listen to the audio to get the answers individually.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will keep working in their pair/group. They will put the sentences in the "correct" order. They will unfold the worksheet and then read the 8 questions. After they read the questions, they will listen to the audio one more time. They'll talk with their partners and check answers. When they're ready, we'll answer them all together. If a student answered one question and the others are agreed, ask them WHY? Finally, I'll write the answers on the board.

While-Reading/Listening #2 (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I assume, because of their level, that they know these words: simulator/ distraction/ distracted/attention. If not, I'll teach them by miming and explaining a little bit.

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

Here there are 7 statements. I'll put them on the walls. I'll ask everyone to stand up and check the statements with their friends and share their ideas. When they settle down, I'll ask them : * Should we listen to our favourite music? * Can I open a can of coke? * Can I talk on the phone?

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