Russell Eugene Relic Jr. Russell Eugene Relic Jr.

Russ TP 1
Upper Intermediate level


In this lesson, the students are going to practice listening for gist, specific information and detail in the context of genealogy.


Main Aims

  • To give Ss practice in listening for gist, specific information and detail in the context of genealogy.

Subsidiary Aims

  • To review and give Ss practice in present tenses- simple, perfect, and continuous.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

- Play WE ARE FAMİLY - Open the Powerpoint of my family tree on the screen - A map of my ancestors immigration to America. - Question: Do any of you know about your family tree or history? - Break-out into pairs discuss the topic -Regroup and take Ss feedback

Pre-Listening Stage (8-10 minutes) • To prepare students for the listening and relevant to the students

-When you study your family history what is this called? -Put students into groups of 2 or 3 depending on class size. -Project the quote from the book, have the students discuss if they agree or disagree with the reading. The students must explaın why they believe this. -Is it important to know your family history?Why or Why not? -Take Ss feedback -Do you know of anyone who does research about their famly tree/history? -Tt will explain the significance of doing family research in the States and Europe. -Sense of Identity

Listening #1 (10-12 minutes) • To provide students with a gist and specific information listening tasks and allow the students to predict.

-Explain the task the students will do. -Place the students into groups of 3-4 and have them look at the 2 questions on the foldable. - The students will predict the questions answers before we do the listening. -Explain what the purpose of the listening task. -Listen to the recording. - After the recording, the students will compare their answers to the recording to see how similar and different the answers are.

Listening #2 (12-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-Introduce the new Vocabulary 6 Terms: (by boat, archives, Opportunity, Countries, Painful, and Century) by using pictures and definition. -Tell the students to list 2 ways to reaserch their family tree - After working alone, put the Ss in a group of 3-4 to discuss their answers. - Have the ss come up to write a few answers on the board - Listen to the second part of the recording - Ask the students what the recording suggested and the tt can write the recordıngs answers on the board. How are they similar and different?

Grammar (8-10 minutes) • To provide an opportunity for Ss to identify and practice the tenses and form

-Get the Ss into groups -Display 3 sentences on the board, ask the students which tense this is and when do we use the tense. -Put the form of Present: Simple, Perfect, Continuous on the board. -Explain the instructions of part 1 - Do an example together - Ss in pairs and discuss which sentence belongs to what tense -Take feedback from the Ss -Exercise 2: Match the uses with Exercise 1 - Take feedback for exercise 2

Closing (2-3 minutes) • To have the students summarize three ways to search for their family history

-Students must list three ways to search for family history, -Have a student give a summary of the recordings. -Mini Discussion: 1. What is the role of family in Turkey? 2. How important is your family to you? 3. Do you think social media and instant messaging is hurting family bonds/connections?

Lesson Extension/Controlled Practice (4-6 minutes) • To provide an opportunity for Ss to identify and practice the tenses and form

- If time remains, have the students work on the last part of the foldable. -This will be done in pairs -Take Feedback and have the students write the answers onto the whiteboard. -IF NO TIME, this will be assigned homework.

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