Arzu Turgut Arzu Turgut

Space Tourists
Pre-Intermediate level


In this lesson, students will engage in listening skills and improve their skills. Firstly, students are listening for gist to get an overall idea what the text is about after lead-in stage where teacher shows a short video related to the topic and pre-teach vocabulary stage. Then they do listening activity for specific information where they try to find the answers of the questions related to the text. Finally students have a discussion about being space tourists which enables them to improve their speaking skills in addition to listening skills.


Main Aims

  • To provide gist listening practice using a text about a description of a TV game show in the context of space tourists
  • To provide specific information listening practice using a text about a description of TV game show in the context of space

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of space


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

Teacher greets the students and shows them a short video which is about a game show called "Who Wants to Be a Billionaire?". She elicits the word "game show" by asking " what is that? what can we say instead of programme? What are they doing? and she checks the meaning with ICQs: Is 'Çarkıfelek' a game show? Is 'deal or no deal' a game show? (yes). Teacher asks students "Do you want to be in a game show? If so, which one?" and then she says that they will ask similar questions to each other. She gives the question cards everyone and gets students to discuss these questions with their partners. Teacher gets feedback.

Pre-Teach Vocabulary (10-12 minutes) • To prepare students for the text and make it accessible

Teacher talks about the objective of the lesson. She says that they will listen to a text and improve their listening skills by answering some questions about it. Before listening to the text, she teaches some words in the text and checks students' understanding on these words; "blast off, contestant,prize, museum, rocket, tourist." Teacher shows a video of rocket launch and asks students "what is that? what do you see in the picture? (rocket)" Firstly, she elicits the "rocket" and she drills and write on board. Then by using the same video, she asks, "what is rocket doing? ( it is leaving) Do you know any other word for this?" She elicits "blast off" ,drills the word and writes on board. She show the first video and asks " how do we call him? who takes place in competitions or game shows?" She elicits "contestant" and checks sts' understanding on it with CCQs: Is Kenan Işık(famous Turkish person who asks the questions in 'Who Wants to Be a Billionaire in Turkey) contestant? (No) Is Acun contestant? (No) Does contestant win the prize? (yes) She drills, highlights the stress and write it on board. She elicits the word 'prize' by asking " What does contestant take when she\he wins? (prize)" and check the understanding with CCQs: " Can we give money as a prize? (she shows picture) Can we give this as prize?" Teacher shows picture of a museum and asks " Where are these people? (museum)" She elicits and checks the understanding of students on it with CCQs: "Do we go to museum to buy food?(No) Can we see mummies in museum if we go a museum in Egypt? (yes)". She drills and writes the word on board. She shows a picture and asks "who is he? (tourist)" CCQ: "Is Ashraf tourist here? (yes)" She drills and writes on board. She writes all the words on board and gets students to predict what the text is about.

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

Teacher gets students to listen the text and work out the story. She says "you will listen a radio programme and try to find what it is about. Listen and try to understand the story?" They check their answers with their partners before whole class feedback. Teacher asks students how close the story is to their predictions and gets them to say the story using the vocabulary on board. If necessary, teacher plays the record again.

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

She sets the second target for listening and she shows the questions to the students on board. Then she says that they will find the answers of these question while listening. She makes an example of possible answers and gives time to students to look at questions before listening. Then she get students to listen again and find the answers. After listening, she gets students to check their answers with their partners. Teacher monitors and gets some notes about which question(s) students struggle with. If necessary, she gets them to listen again, especially the parts where these questions' answers take place. Then teacher get students to check their answers by going out and reading the answers on board with their partner. Teacher monitors while they are checking.

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

Teacher divides the students in groups and gives them some questions to discuss in their groups. She says that she will give them some questions and then they will discuss them with their group members. Before handing out the sheets, she checks their understanding with ICQs: "Will you write anything else? Will you talk to each other? Will you ask these questions or talk about weather?" Then she hands out the questions and gets students to discuss. Teacher gets feedback on these questions.

Extra Activity (5-7 minutes) • To provide students with free practice of the target language

Teacher gives students to practice TL in that stage. She asks one question to the students and they discuss this question in groups. The question is " If you were a producer, what kind of TV programme would you produce? or what prize would you give?" While students talking, the teacher monitors them and takes some notes about students bad and good sentences. Then groups share their ideas with whole class and then the teacher gives feedback and does error correction on the sentences she has noted with whole class.

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