New lesson plan: TP1- Receptive Skills

Adriana Sanchez

TP1- Receptive Skills - Upper - Intermediate level

TP1- Receptive Skills
Upper - Intermediate level

Materials

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Coursebook excercises

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Recording (Ex. 6/ 1.1)

Coursebook excercises

Recording (Ex. 6/ 1.1)

Main Aims

To provide gist and detailed listening practice using a recording about the opinion of 4 people on buying new or old products, in the context of deciding on buying new or old products.

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of buying old vs. new products.

Procedure (45-55 minutes)

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

T shows them 2 different pictures comparing vintage vs new products and stop on the last picture. T asks: " What do you think the difference between these pictures is?" Eliciting the answer "Old vs new stuff or products" T explains that we can call old and good quality products, "vintage". T asks SS to work in pairs and discuss the following questions, they would have 2 minutes: "Which type of product do you prefer, vintage or new?" "Why?" CCQs: Do you have to work in pairs or in groups of 3? Pairs Do you have 5 or 2 minutes to discuss? 2 minutes T: chooses one person per pair to comment about what they discussed.

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

T writes on the board 3 words that will be used in the listening activity and explain each one of them: bargain trainers discard garments novelty easy target HOW DO I WRITE THIS IN THE PROCEDURE???

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

T displays a slide with a picture with the next activity's instructions. T "Okay, now we're going to hear an audio of 4 people giving their opinion on something, pay careful attention". T plays the recording. T "Now I'm going to send you a link where you have to answer the following questions" (T shows the activity on the screen". "I would like for you to do this activity in pairs, so, I'm going to send you to break out rooms and once you're there I'll send you the link, you will have 5 minutes". CCQs: Do you have 8 or 5 minutes? 5 minutes Do you have the link or will I share it with you? T will share it SS do the activity T will ask one person per pair to share their answers. T will display the results of the activity and explain why those are the correct answers.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T "Okay, now we're going to listen to the same audio one more time." T plays the recording. T "Now, you will have to answer the following activity (Excercise 7) (T displays the activity on the screen), you'll match the speakers with the facts about them, I'll send you the link to the activity. You'll do this activity individually, you'll have 5 minutes". T "Do you need to listen to the audio one more time?" If yes, T plays it again CCQs: Do you have 3 or 5 minutes? 5 Are you going to work in pairs or individually? Individually T would ask one person per answer while displaying the activity on the screen (They will solve it together)

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

T "Okay, now I'm going to send you to break out rooms of 3 people to discuss the following questions (Excercise 9 questions' displayed on the screen). You'll have 5 minutes". T will ask one person per group to share what they discussed. T will address mistakes made during the lesson.