Maha Ferjani Maha Ferjani

elementary level


In this lesson ss will practice listening in the context of 'experience presents'


Abc answer keys
Abc Hand-out
Abc New English File Elementary
Abc power point
Abc audio

Main Aims

  • By the end of the lesson learners will have practiced listening for specific information and detail in the context of 'experience present'.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of experience present


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

T shows a picture of a birthday party. T asks: 'what do you see?. 'How do the people look?' T elicits: people having fun, birthday party, celebration/ excited/ happy. T asks: what do people like to receive on their birthdays? T elicits: a gift, a present, a mobile phone , a watch, a car.. T asks: 'Can you think about any other presents?' 'Do we always receive typical presents?' T elicits that there are other presents we can receive. T shows some pictures of 'experience presents' and elicit the words ' scuba diving, wind surfing, pottery class, cooking class.' . T elicits that they are all presents but we call them 'experience present' .

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

T shows a video of someone called 'Russell', who has just celebrated his birthday and received an 'experience present'. T asks ss to talk together and guess 'what was the present?', 'Do you think he enjoyed it?' T pre teaches vocabulary: 'jump', 'float' and 'land' using a video.

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

Ss listen for the first time and check if their predictions were right or wrong. Ss Listen for specific information: ss listen to the phrases and match them to the pictures. Demo: T demo number one and ss carry on listening and ordering the pictures. Peer correction and then feedback.

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

T asks the ss to listen to the interview and put the sentences from 1 to 9 in the correct order. Demo: T demo number 2 and 3, then ss carry on listening to the audio and order the rest of the sentences. Peer correction and feedback. Ss listen again for detail and answer question 3 . Peer correction and then feedback.

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

T uses the power point and shows different experience presents. T asks ss to talk about which 'experience present' they would like to have, and the one they wouldn't like to have. why? why not? T uses scaffolding technique and equip ss some expressions like: I wouldn't like to go (scuba diving, I'm afraid of ( Height, deep water, turbulence) I'm scared of

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