sajad chazani sajad chazani

Risk-taking personality
Intermediate, B2 level


In this lesson learners will focus on one of the systems which is vocabulary and the skill of listening and as out put of the class there will be the productive skill of speaking. The context of the lesson is based on risk-taking activity and how can we classify them and specify our favorite ones. students are familiar with this topic because they have studied about risk-taking of different activity in the last few sessions. In this session students will listen and test their understanding of listening through rearranging the pictures and the vocabularies. In this lesson students will do different activities which involves some activity, such as (Hang gliding, Skydiving, White-water rafting and...) The main practice in this lesson for students is that they will practice how to relate the vocabularies and questions to the real life things or topics, these activities of relating the listening texts to the pictures or preference texts with pictures will make students practice the skill of listening and practice the questions and the vocabularies for meaning which is very useful in day to day life. These activities will help student to derive the meaning from the text by listening to the small text. most of the activities will be reading, listening, and answering about different vocabularies and then students will be discussing after the listening. Apart from the lead in teacher will play a passive role and will be monitoring students for the errors and to provide assistance. The out put of the lesson will be speaking where students will be asked to speak with their partners and their friend about some risk-taking activity.


Abc ⚫ The steps of risk management
Abc ⚫ PowerPoint
Abc ⚫ The level of Risk-taking
Abc ⚫ Whiteboard
Abc ⚫ PowerPoint 2

Main Aims

  • To provide gist and detailed listening practice using a text about listening practice using a text about Risk-taking in the context of Risk-taking activity
  • To provide specific information listening practice using a text about The Risk-taking in the context of The related activity

Subsidiary Aims

  • To provide focus on listening and speaking through a some activity that related to Risk-taking


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

1. Teacher greets Students. 2. Teacher shows Students some pictures of some activity and tells them, "These are some pictures of Risk-taking activity. 3. which some of them are my favorite and some are not. Try to guess which are my favorite and which are not, and they can guess their friends activity too. 4. I will ask the question about the pictures! Q: Which activity is more risky and which activity is less risky?

Pre-teach vocabulary - lexis and idiom (3-5 minutes) • To Pre-teach vocabulary relevant to their topic and related to the lesson

after that, I will start the class with some new words and new vocabulary and one new idiom that related to this topic and lesson. LEXIS: 1. Risk-taker 2. Risk-avoider VOCABULARY: + - I can't wait to... I wouldn't dare... Doesn't scare me a bit. Scares the life out of me. There's nothing like... There is not a chance... I can't get enough of... You wouldn't catch me... Is no sweat. You'd have to be out of your mind to... IDIOM: 1. To fool someone 2. It is worth the risk

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

After finishing the context and students' guesses, I will ask them a some questions! Q1: Do we just have to be risk-averse in such activities to take risks? Q2: Do you think that jobs such as firefighters and emergency services are not risky? Q3: Which of these activities have you experienced, what do you suggest to remember about that day and to encourage your friends to go there? the main vocabs and starter of the class is the vocabulary in part C of the page, ( my reason about to start the class with the end of book is they know some related vocabulary with their topic and start better the class.) after repeat 3 times the vocabs I select random students to say random vocabulary in loud voice. after that I will play the record of this part to students listen carefully and repeat with the recorder.

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

I draw a picture of the level of risk on the whiteboard and ask the students to indicate their level of risk on it, and then all the students notice the most risky student and the risk-averse student in the class. someone, and I ask them to explain their decisions and why they chose this level of risk-taking. (4min) I then give all the students a worksheet that explains all the steps for choosing a risk so that I can ask them what they think about these steps and how many steps they go through and how they go through them. they determine the outcome and their reasons for achieving the goal. (3min) Then I hand them a piece of paper with a risk-taking activity and a risk-taking activity and ask them to think about it a bit. After my thoughts, I ask them to gather their information and theories that all students should answer. After giving them some information about the worksheet, I ask them to give a few examples of risky and risk-free activities for the rest of the students and to say why they are interested in these activities. (3min)

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

In this part of the class program, students listen to the listening and then, after listening to the file twice, extract a note from the tips of the file, and each student separately after playing the third time and listening to the theory section. (8MIN) And the points they have received to share in class and all students will benefit from these points, and also after the end of this hearing, I will take a general and detailed summary of them to understand more. After the hearing, I will give them a some questions about the listening, and they will answer the questions after summarizing, taking notes, and fully understanding the listening. and after that I will pair them in 3 groups to check their answer together. (6min)

Post-Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. I’m randomly select one of the students and invite them to the hangman game and ask them to do in this game only the topic of today's lesson on risk-avoider and risk-taking so that students can become familiar with other risky activities. This can also be used to review and remember the vocabulary of the lesson, as well as to make the class happy and active, so that both the class can get over the boring situation and review the session. 2. Teacher monitors. 3. Teacher gets feedbacks.

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