Aurore Trouvé Aurore Trouvé

Elementary level


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, students will have developed the subskills of listening for gist and detail in the context of a writer's interview.

Subsidiary Aims

  • To provide speaking fluency practice and understand some key vocabulary item.


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

Screenshare first slide and ask them what their favorite book is to engage students from the start. Students write their answers in the chat. Then, ask them if they would like to know more about the author of their book and why. Students will discuss this in pairs.

Pre-Listening (7-8 minutes) • To prepare students for the text and make it accessible

Meaning and form Pre-teach the following items from the listening: Enjoy (verb) - take pleasure in an activity or an occasion Stay (verb) - to spend some time in a place Find (verb) - obtain by search or effort Computer science (noun) - the study of computers and computing Pronunciation Have them guess where the stress of the pronunciation goes. (separate computer and science). Demonstrate how the exercise works with the word "find" put it in the first column and show them using my fingers that there is just one syllable. Enjoy oO Stay O Find O Computer oOo Science O Then drill the words to have students pronounce the words correctly.

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before the listening show the students a picture of Larry Page and Sergey Brin. Ask them to guess where they are from. Use a poll to check their answers (Mentimeter). Share the good answer after the vote. Before they listen show them the question on Google Form, have them connect to the Google Form (share the link). (students have to order some words in the order they hear them). 1. Wes Clark's new book 2. Russia 3. Sergey's mother 4. Sergey's father 5. Maryland University 6. Michigan State University After that, have them check in pairs in BORs and as a group check the correct answer.

While-Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Show them the task in screenshare and show them the questions on Google Form and share the link. Did Sergey leave Russia in 1978? Did his father teach mathematics? Were Sergey and his father at the same university? Did Larry go to Maryland University? Did Larry's parents teach computer science? Was Larry at the same university as his parents? Have them share their answers in pairs in BORs and the check as a group.

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

Have students discuss in groups: What do you think would be difficult if you left your country to live in England or in the United States ? (show them and send them the Jamboard's link) Put students in BORs, monitor and check students are on task. Help them if necessary. Check students' ideas. Conduct feedback on the task above Do some delayed Error Correction.

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