Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
4Activity
0 of .
Results for:
No results containing your search query
P. 1
lesson plan

lesson plan

Ratings: (0)|Views: 75|Likes:
Published by ALDEMIRDUYGU

More info:

Published by: ALDEMIRDUYGU on Jan 21, 2011
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

05/15/2013

pdf

text

original

 
Duygu ALDEMİR080565006 302LISTENING LESSON PLANTime:
20 minutes
Level:
Intermediate
Gender:
Male/Female
Age:
14-15
Materials:
photos, papers, worksheets
Interaction:
Ss-Ss, T-Ss
Assumptions:
 They know many of the grammatical patterns (simplepresent tense, simple past tense, present perfect tense, ‘’be going to’’ and‘’will’’, future tenses, ‘’could’’ modal verb, ‘’wh, how many, how much’’and ‘’yes/no’’ questions, and they can understand the text.
Anticipated Problems:
 They may have difficulty in making a bridgebetween the warm-up activity and the text. They may have difficulty incatching the words because of the speakers’ speaking speed. I may havedifficulty in managing the time.
OBJECTIVES
By the end of the lesson, the students1)Will have improved their listening skill.2)Will have understood the listening text.
3)
Will have practiced some phrasal verbs such as to set up a business,to take out a bank loan, to go into a business...4)Will have improved their writing and speaking skills with the help of the listening skill.
PRE-LISTENINGTime:
5 minutes
Materials:
photos, board
Interaction:
Ss-ss, T-ss
What students do:
They answer the teacher’s questions and tell theirideas to have a brainstorm for the topic.
Grouping:
 The students tell their ideas individually.
Aims:-
To motivate the students to get to the topic.
-
To have students make predictions about the topic.
-
To arouse their curiosity about listening text.
-
To get the students have a purpose to listen to the text
STEPS
 
1)
 The teacher greets the class.
2)
 The teacher asks what they do in their free time.
3)
If there is not any answer about meeting in cafés with friends, s/heasks whether they meet their friends in some cafés or not like herand shows some pictures of her in some cafés with her friends.
4)
 Then the teacher asks the students whether everything is perfect incafés they meet, if it is not what they want in cafés.
5)
 The teacher writes their answers on the board by having them havea brainstorm.
6)
 The teacher asks them what they think about whether all thesethings on the board require lots of money or not.
7)
 Then the teacher tells them there is a man
who is in a similar situationlike this, that’s to say he wants to open a coffee shop.
8)
After this explanation, the teacher asks the students whether they want tolearn more about this story or not and starts 1
st
listening.
WHILE-LISTENINGTime:
10 minutes
 Materials:
worksheets, listening text
Interaction:
Ss-ss, T-ss
What students do:
 They listen to recording, answer the questions aboutwhether their predictions overlap or not, put a tick the ones they hear, fillin the blanks according to the text.
Grouping:
 The students work individually, but compare their answerswith their partners.
Aims:-
 To have the students get the gist of the text.
-
To check whether their predictions and answers are correct or not.
-
To get some specific information about listening text.
STEPS
1)
 The teacher asks the students to listen to recording and in A part puta tick the ones they hear.
A) Put a tick for the ones you hear. They are
not in order 
.
a bank accountNotting Hilla huge riskWi-fion Thursdaythirty-five thousandMagazine articlesa coffee shopLots of tourists and studentsthe conference
 
2)
After they listen, the teacher asks if their predictions are correct ornot.
3)
After they put ticks the ones they heard after 1
st
listening, theteacher asks their answers.
4)
After checking answers of 1
st
listening, the teacher asks somequestions to figure out if the students get some specific informationor not, such as ‘’ Did you get how Rob’s doing now?, What kind of awork is it?, What kind of things Rob wants in his cafés?, Did you getthe exact ‘’perfect place’’?’’
5)
After getting uncertain answers for these questions, s/he relievesthem by offering to listen to recording.
6)
The teacher asks them to look at B part on the handouts this timeand read the sentences before they listen to the text again.
7)
 The teacher asks them to fill in the blanks while they are listening torecording for the 2
nd
time to find out the answers for the questionsabove.
B) While listening to recording, fill in the blanks according tothe text. They are in order.
1.
Er, yes, I think so. Nobody …………………, anyway.
2.
Well, he’s working ……………………… now, magazine articles, that sort of thing. But Rob told me that he was planning to …………………………his ownbusiness.
3.
Between ……………….and the Lanes, you know, that nice old shoppingarea.
4.
Rob asked me if I wanted to ………………………………..business with him.
5.
He’s looking for someone to …………………………. in the business .
6.
We could, um, ............................... a bank loan for the rest.
7.
Well, I asked how long it would take for the business to……………………………. .
8)
 The students look through the sentences.
9)
 The teacher tells them to compare their answers with their partnersafter they listen.
10)
The students compare the answers with their partners first andthen check their answers with the teacher.
POST-LISTENINGTime:
5 minutes
Materials:
What the students prepare and write for their homework.
Interaction:
Ss-ss
What students do:
They study with their group members and theypresent their homework in the class.
Grouping:
group working
Aims:

Activity (4)

You've already reviewed this. Edit your review.
1 hundred reads
bulilit18 liked this
carlomi1 liked this
aelbettani liked this

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->