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Listening- Food chains
Emergent Level level


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Main Aims

  • To provide gist and detailed listening practice using a text about a problem in the context of food chains.

Subsidiary Aims

  • To provide fluency speaking practice in a whole class discussion in the context of animal protection


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

Step1: Project PPT, slide 3 on the board to show ss how circles of life are connected. Elicit answers from ss about the given Venn diagram. Ask What are the three life circles in the Venn diagram? humans-animals-environment Where do both animals and human get their food? Form the environment What happens if the environment is damaged? Animals and humans have no food and eventually die. Step 2: Move on to slide 4 and again elicit answers from ss one question at a time. The aim is to get ss to understand the concept of a food chain and prepare them for the upcoming listening activity.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

Slides 5-9 pre-teach vocabulary needed for ss to understand the listing text. The answers are to be provided by ss. Point out that harm is a verb. . TEST-TEACH-TEST

While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Project slide 10 on board. Draw attention to the picture and make sure ss understand the purpose-setting question. Elicit answers from ss afterwards.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Project slide 12 on board, tell ss you are going to listen again to answer the 7 questions on board. Ask them to read questions first. Ss write answers in notebooks while listening. Check answers as a whole class asking ss to justify their answers when necessary.

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

In connection with the previous activities ( question 1) , ss express their opinion and ideas. Question 2 is designed to get them to think analytically about the importance of protecting animals. Question 3 will help them internalize and personalize.

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