Name: Casey N Date: Length of lesson: 45 minutes Level: Pre-Intermediate

Materials:

The students do not have the books. Any materials from the books that you intend to use must be photocopied and referenced with
authors, title, publisher, page, year.

New English File Pre-Intermediate page 7 numbers 4 and 6

CD
self created words to sort for the listening, cut up; self
created definition matching activity
copies of self created listening comprehension questions
copies of speaking activity page 7
Communicative aim:
1. By the end of the lesson, students will be able to listen to and understand a conversation about blind dates
2. Students will be better able to describe a friend and to identify possible ‘dates’ for their friend during the follow-up mingle
Sub-skill aim:
1. To develop listening for gist, specific information and detailed comprehension 2.
To develop oral fluency in the follow-up task

Linguistic aim:
1. To clarify MFP of vocabulary which may stop learners understanding the listening (optimistic, extroverted, sense of humour)

Context: Dating/Romance

How context will be set: The context is the same as the previous two lessons, and has been set already.
Overall tutor comments on lesson plan:
Language Analysis Sheet
Language item & How meaning will be initially conveyed Form Analysis of phonology
meaning How meaning will be subsequently checked
Optimistic How meaning will be initially conveyed: Adjective /ɒptɪmɪstɪk/
-expecting good things to Meaning will be conveyed with a definition
happen or something to matching activity.
be successful.
How meaning will be subsequently
Extroverted checked: Adjective
- confident and full of Meaning will be checked by asking CCQs after /ekstrəvertəd/
life; prefers being with the answers to the matching activity have been
other people to being confirmed
alone.
CCQ:
Is someone who always thinks of things in a /sensəhju:mɜ:r/
positive way optimistic? Yes Noun. Am. Sense of humor
Sense of humour
-elision of the /v/ in of
- the quality of being
funny or understanding CCQ:
jokes. Is someone who always talks a lot and is not
shy extroverted? Yes
Attractive CCQ Adjective
- pleasing and Do extroverted people prefer to be with other /ətræktɪv/
interesting. people or to be alone? With other people.

CCQ:
Does a funny person have a good sense of Noun
humour? Yes. /ʃi:zmaɪtaɪp/
She’s my type.
CCQ:
- the variety one
Is attractive a good thing or a bad thing? Good
prefers.
Anticipated problems with language: Solutions:
Meaning: Meaning:

Form: Form:

Pronunciation: Pronunciation:

Anticipated problems with skills: Solutions:

• Students may have difficulty understanding the listening text
because the pace is fast.
• Students may have difficulty understanding the listening text
because of the speakers’ accents.
• There are several key words in the listening that students may not
know.
• I will play the CD twice if necessary.
• I will pause the CD at appropriate points if necessary.
• After activities I will monitor to decide if another listening is
necessary.
• I have included a PTV stage to address the potentially challenging
language.

Anticipated problems with tasks and learners: Solutions:

• The topic of the listening and lesson as a whole may be potentially
uncomfortable and difficult for students to discuss.
• The final speaking activity may be difficult to instruct.
• This is the final lesson of the day and students may be tired and
distracted.
• I will provide a lead-in to help support their understanding and
establish the tone of the lesson.
• I have divided the activity into two parts – one a preparatory
activity and the speaking activity itself. Hopefully this will help
prepare the students and make it easier to instruct.
• I have built short discussion slots into the transitions between
stages to give students breaks between listening tasks.

Stage name Stage Aim: Timing & Procedure:

Why? Interaction pattern (What will be done? What will you say?)
(When Who?)
Lead-In To set the context for 2 minutes T introduces the characters “ This is me and my boyfriend. We met in a classroom”
the lesson and to
generate student T→S T instructs: “Talk to your partner in 2 mins. Where are different places you can
interest / enthusiasm meet boyfriends or girlfriends?
for the lesson topic
SS Sts speak; T monitors to pick out ideas to elicit in OCFB

T→S Feedback:
OCFB via nomination
Prediction task This is my friend Richard. He’s going on a blind date. There will be 2 partners that
are introduced by his friend and his mom.

Here are the 2 girls. 1 named Nina and 1 named Claire. Now in 2 minutes, discuss
with your partner. Who do you think he will like? Why?

OCFB

T instructs “We will listen to the story and check with your idea. But before that, for
you to understand the story better, there are a few words I would like to introduce.”

Pre teach vocab To help learners 5 minutes T Teacher distributes a definition matching activity with these words: T instructs:
understand the →S “match a word on the left to a definition on the right.”
listening text
SS
T monitors, cross check and confirm correct answers.

(Words included: optimistic, extroverted, sense of humour, attractive, she’s my

type.) N.B. *You must make this matching task.

T→S Teacher elicits answers and asks some CCQs to check students’ understanding of
the words
Listening To practice listening 5 minutes T So just now you think,... was more of Richard’s type.
for gist →S
Now we will listen to check if you were right (Track 1.3 and 1.4)
SS
Students listen.
T→S Feedback: students check in pairs (T monitors closely for answers)
OCFB via nomination - T elicits the answer from one of the ss who has the correct
T→S answer.

S
SS
T→S

Listening To practice listening 7 minutes T T instructs: “Here are some words that describe Claire and Nina. Listen and sort
for specific →S Write N next to words describe Nina and C next to words describe Claire (a list of 8
information words - self-created)
S
SS listen and sort. T sits down at the front monitoring ss’ progress.

SS Feedback:
T→S Check in pairs. T monitors to see who has correct answers & nominate in OCFB.
OCFB via nomination - T writes the words up on the w/board.
Listening To practice listening 8 minutes T T instructs: “Now listen again and write the answer in your own
for detailed →S words. What is the problem to each of them?
comprehension
S SS listen and answer questions. T sits down at the front monitoring ss’ progress.

Feedback:
SS Check in pairs. T monitors to see who has correct answers & nominate in OCFB.
T→S OCFB - T shows an answer key slide on the w/board
Communicative To respond to what 3 minutes T T instructs: “Discuss with your partner. Who knows Richard better, his mom or his
Follow-up (post- the students have →S friend? Are you surprised? Why or why not?”
listening) just listened to.
SS SS talk; T monitors and listens for good ideas to elicit in feedback.

T→S Feedback:
OCFB _ T elicits some answers from different SS.
Speaking To prepare what the 2 minutes T instructs: You are going to talk about a friend of yours who is single. Think about
Preparation students are going to how you would describe him or her. Here are some questions to help you. Don’t
say in the final write anything down.
speaking activity
S Students have individual thinking/planning time. T monitors and helps out.
Communicative To practice speaking 10 minutes T instructs: “Now ask questions of a partner. Listen to your partner. Do you know
Follow-up (post- in the context of T→S anyone who might be a good partner for him or her? ”
listening) single friends.
SS SS talk; T monitors and writes down good and bad samples of student output for
delayed error correction.

T→S Feedback: OCFB via nomination - T elicits from students if they found a good
partner for their single friend.
T→S Error correction based on monitoring.