Deniz Deniz

Listening and Speaking
B1 level

Description

In this lesson, students encounter the idea of a bucket list by listening to a number of people talking about experiences they decided they needed to-do in their lifetime. The tasks involve listening for gist to identify the activity, their reason for doing it, and how it affected them. Then students listen for specific information.

Materials

Abc Power-Point Slides

Main Aims

  • To provide gist and specific information listening practice using a text about the speakers' experiences in the context of 'a bucket list'

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of a bucket list

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T shows the poster of "The Bucket List" movie to Ss. T asks Ss if they watched the movie and want them to talk about it (if they watched, what happened in the movie and if they liked it.) T makes Ss watch a section of the movie for those who do not watch it asks Ss what they think about it

Pre-Listening #1 (5-7 minutes) • To prepare students for the text and make it accessible

T draws Ss' attention to the photos and elicits that the idiom to kick the bucket has a figurative meaning apart from the literal meaning illustrated in the first photo. T finds out if any of Ss know the meaning and discusses what a bucket list might be. T confirms answers with the class.

Pre-Listening #2 (5-8 minutes) • To teach the vocabulary using photos

T asks Ss to match the photos with the corresponding activities on the list. T checks the answers with the class and drills any vocabulary from the list that may cause problems.

While-Listening #1 (7-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss read the instruction and questions 1-3. T plays the recording, pausing after each speaker if necessary for Ss to note their answers. T checks answers together.

While-Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks Ss to decide which of the speakers talks about each aspect 1-9 and points out that sometimes they may need more than one person in their answer. T plays the recording again so that Ss can check and also complete any answers they did not know. T checks the answers with the class.

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

T asks Ss to create their own 'bucket lists'. T sends Ss to the breakout rooms and asks them to discuss and compare their bucket lists.

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