Mohamed Mohamed

LP TP4 Mohamed K.
Intermediate level


In this lesson, students will practise listening for gist and for specific information about what some famous people.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, students will have practised listening for gist and specific information in a context.
  • By the end of the lesson, students will have developed their listening skills in terms of some phonological aspects like word stress and intonation.

Subsidiary Aims

  • By the end of the lesson, students will have developed their speaking skills through pair discussion about their role models.


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

Looking at some pictures of chosen famous characters, students are going to explain why such people are famous and what they like or dislike about such famous people.

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

-Students are going to be introduced to some blocking words which might hinder their comprehension while listening. -They are shown some pictures relating to the meanings of these words. -These pictures are copied from Google and pasted into a PowerPoint slides. -Students use the picture to guess the meanings of the blocking words. -Students are given feedback.

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

Students are going to open their New Cutting Edge books page 41. While listening to the audio track 1, they are going to note down who the famous character mentioned in the audio is and in which field he is specialized. Then they share their notes together. Afterwards, they get a feedback.

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

-While listening to audio track 2, students will note down the reasons that led the speaker to express her admiration of her role models. -SS share their notes with their partners. -Finally, they are given a feedback.

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

- In pairs, students are going to talk to their partners about their role models in details. They are given some guiding questions: 1. Who is your role model? 2. What do like the most about him or her? 3. How did he or she influence your life? 4. What would be your message to this role model? -Finally, each student is going to tell the whole class some details about his or her partner's role model.

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