upper Intermediate level
To help students practice listening for specific information in the context of an interview about family.
To help students practice speaking about past experiences in the context of telling an anecdote about a couple.
Procedure (40-50 minutes)
To set lesson context and engage students in the theme of the lesson for the day. Teacher puts random cards on the board for sts to discover what is common between the words. (Marriage-relationships, etc) Teacher asks sts to sequence the words to the most acceptable way of courting in their culture. Teacher stops the activity as soon as they get the idea. Teacher writes on the board 'Meet the parents' In pairs, sts guess what the title means.
To provide context for the target language through a text or situation. Chest the HO, instructing the sts what to do. Teacher hands out the HO. In pairs, sts take (1 min) to read through the options to get an idea what they are dealing with. Sts stand up and share some personal opinions accordingly. (5 min)
To draw students' attention to the target language, teacher writes on the board the new grammar of 'To-Inf.' and 'To-gerund'. Teacher makes it clear they are going to listen twice to a listening activity that introduces the new grammar. So, they should pay careful attention to it.
In case needed, teacher clarifies the meaning, form and pronunciation of the target language. Teacher can write the points on the board and deal with them according to the problem.
Teacher prepares the sts for the listening activity. Sts should know they are going to listen twice to the activity for the main aim of the lesson, which is to practice listening for specific information. Listening 1: Pre-listening: Teacher asks sts: 'From the title, what do you think you will listen to?' Teacher briefly explains what listening for specific information means. (sts need not to listen to everything, but to specific information and locate specific details from the listening activity. They should leave other points behind) To help them, sts read the 5 questions from the book, Ex. 1 p. 19 to better prepare themselves for the details coming in the listening activity. While listening: Sts listen and focus their attention on the specific information they need to find: (answers to a-e questions) Books closed: Post listening: GW: sts give their opinion whether they are with or against the parents, and why! Listening 2: Pre-listening: Teacher draws sts attention to Ex. 2. sts should read the instruction and attempt the sentences from the conversation in Ex. 1. NO CEHCKING NOW! Teacher plays the audio again, drawing attention to the forms of gerunds and infinitives targeted in the activity. While listening, they need to focus their attention to the TL and check their answers in Ex. 2 to make sure the TL is correct. GW: sts identify and deduce the rules about (to-inf and to-gerund) forms. Post listening: PW: sts check their answers. Teacher encourages sts to choose 2 interesting statements from Ex. 2 and discuss. For example, they choose sentence (c): I think it's essential for him to come from the same kind of background. [Do you agree?]
Ex. 3 Sts should know they are going to listen twice to the activity for the main aim of the lesson, which is to practice listening for specific information. Pre-listening: Teacher asks sts: 'From the interview with the parents, how do you think Andy feels?' To help them, sts read the 5 questions from the book, Ex. 3 p. 19 to better prepare themselves for the details coming in the listening activity. While listening: Sts listen and focus their attention on the specific information they need to find: (answers to a-e questions about how Andy feels) Post listening: GW: sts check their answers. 1 min: PREPARATION-Role play 2-3 min: Sts role play a conversation consisting of parents and Andy. What would they say to each other differently? Listening 2: Ex. 4 Sts should know they are going to listen again to Andy's portion of the listening to practice more gerund forms. Pre-listening: Teacher asks sts to attempt Ex. 4 before listening. NO CHECKING. To help them, sts read the (a-g) statements from Ex. 4 p. 20 to better prepare themselves for the TL coming in the listening activity. While listening: Sts listen and answer (a-g) statements about how Andy feels. Post listening: GW: sts check their answers.
Teacher draws the sts attention to replace all the underlined words in the activity with words from the box. Teacher pre-teaches the words giving them hints about what they could mean by giving alternative definitions. GW: sts discuss the words in the box and do the exercise together. Teacher checks and clarifies any misunderstanding in the use of those phrasal verbs.