Erhan Gülşen Erhan Gülşen

Erhan Gülşen - Listening and Speaking -The right to obtain information on people
Intermediate B1 level


In this lesson, the SS first make some discussions about a new rule in the course and their confidential information through T-S and PW interactions, respectively. And then, they listen to a conversation among three business people, which mainly focuses on getting confidential information of working staff. Its main aim being listening, the lesson gives the SS the opportunity to practice the sub-skills of listening for getting the gist and details as well as the in-depth meaning of the conversation.


No materials added to this plan yet.

Main Aims

  • To help the SS to practice their sub-skills in listening in the context of confidential information (Sub-skills are listening for the gist, detailed and in-depth listening

Subsidiary Aims

  • To provide fluency speaking practice through T-S and PW discussions in the context of confidential information


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Before the lesson, the teacher attaches a small microphone on his shirt. In the beginning as a warmer, he explains to the SS that the director of the course is going to listen to each teacher's lesson and check their teaching without picking up the SS's voices. And, he adds that some teachers are monitoring them at the moment in each class.(referring to Mr. Mohammed, by implication). In order to start a discussion, he asks the SS what they think about this new system and if they think it is good or bad. And, if necessary, in order to help them come up with ideas, he asks the discussion starter "Do other people have a right to know what you are doing at work?" His main aim is to elicit the adjective "confidential" here. As this is is not an adjective that the SS commonly use, some of them may or may not know it as their levels vary. If any of the SS can tell the word, the teacher will elicit the meaning from the other SS and give the form and pronunciation. If none of them can tell the word, which I am sure of, the teacher will express his opinion shortly: "For me, it is not good. They can monitor us from time to time as they are doing now. However, my lessons must be kept confidential (only you and I must know what we are talking about) because we sometimes give personal information (about ourselves). So, what does confidential mean? CCQs (The teacher takes out his ID card and says My ID is confidential) 1) Does my ID have private information? 2) Do many people know about it? (Eliciting the adjectives Secret/Private) Task 1: Ok, so do you have any confidential information at work, at home or in your computer? Work in pairs and ask this question to each other. (2 minutes). Give short answers (ICOs) Are we working in pairs or in groups? Are we asking a question? What is the question? Then the teacher elicits the answers from each pair.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

The teacher hangs a picture on the WB. (The picture includes one business woman and two business men.) He tells the SS the people's names and asks them where they think the people are and what they think they are doing? Are they serious or not? What can they be talking about? After a whole class discussion, the teacher tells the SS that they are going to listen to a conversation among these three people and writes two questions on the WB, which are Task 2: 1) What are they thinking of doing? 2) Who is for and who is against the idea? And who is undecided? and asks the SS to read them before they listen and helps them if they haven't understood the questions.

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

Now, he asks them to listen to the conversation and try to answer the questions on the WB. (This is for listening for the gist.). He tells them to write the answers down. (ICOs) Are we going to answer these questions? Are we going to write the answers down? Are we working in pairs? Task 3: After listening, the teacher asks the SS to work in pairs and compare their answers in 2 minutes. And then, he elicits the answers and check them.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Task 4: Next, the teacher asks the SS to listen to the conversation once more and put the sentences into the correct order individually.(See the materials) (Extra time may be required for listening again) (ICQs) Are we working in pairs? Are we correcting these sentences? Task 5: After task 4, he reorganizes the pairs by naming them "student A and B" alternately and placing the both group differently. They compare their answers in 2 minutes and then the teacher asks one volunteer to write the correct order on the WB.

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Task 6: ( if the time permits) After all the SS have checked their answers, the teacher gives them a post-listening task which focuses on developing their productive skill of speaking. In groups of 3-4, they ask them to discuss the question "Do you think it is a good idea for companies (or schools) to introduce the system like this?" in 2 minutes and write down their opinions. Then, the groups share their views with each other. (IF THERE IS ANY EXTRA TIME, I WILL INCLUDE ONE MORE QUESTION FROM THE "DISCUSSION STARTERS" PART ON THE TEACHER'S BOOK.)

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