NAME: John Vinod

TP No: 3 Level: Upper Intermediate Length: 45 mins No of students:

Main Aim:
To develop the skill of listening for gist, specific information and detailed comprehension
in the context of memories of travelling from childhood.

Sub Aim:
To give students spoken practise in the same context.

Personal aim and how I plan to achieve it:

 To give instructions properly and ICQs appropriately.

 To minimise TTT.

The context of this lesson: Earliest memories of travelling from childhood.

The approach I will use:

Assumptions of students’ knowledge:

Materials & course book used with © copyright details:

The Third edition New Headway - Upper Intermediate Student’s book – Liz and John Soars
Worksheets
Flipchart

Potential problems with… Solutions

Reading, Writing, Listening, Speaking

Students may find the accent difficult to I will play the audio recording a second time if it is
understand. required.

Language Practice Activities

During the WCFB of the listening for BOARD

specific PLAN
I could
(whatelicit answers
the board and
will look likewrite
in myitlesson
on the) board
information, Ss may find it difficult to use the myself.
IWB pen and write on the board.

Lesson Delivery

There are 3 listening parts. If Ss need to hear I might have to skip one of the listening tasks.
the recording a second time, I may not be
able to finish my lesson.
I’m using a flipchart.
 Detailed Language Research & Analysis
Analysis of Meaning - concept checking questions, timelines and diagrams Problems Solutions
with meaning
Chore - A job or piece of work that is often boring or unpleasant but needs to be done regularly.
CCQ - Is sweeping a chore? - Yes

Trekking - The activity of walking long distances on foot for pleasure.

CCQ - Where would u like to go trekking? The Himalayas.

Safari - An organised journey to look at, or sometimes hunt, wild animals, especially in Africa.
CCQ - Do u see animals at a night safari? - Yes

Exhausting - Making you feel extremely tired.

CCQ – Do you get exhausted after a refreshing yoga session? - No

Highlight Pronunciation – phonemic transcription, stress, intonation and connected speech Problems Solutions
with
Chore - /ʧɔ:ˈr/ pronunciatio
n
Choral drilling
Trekking - /ˈtrek.iŋ/ Ss may say /k/ will help ss
instead of /ch/ understand.
in ‘chore’
Safari - /səˈfɑ:.rɪ/

Exhausting - /ɪgˈzɔ:.stɪŋ/

Analysis of Form - Vocabulary Problems Solutions

with form
Chore – noun
Ss may I will display
Trekking - noun mistake answers on the
’trekking’ for a board
Safari – noun
verb.
Exhausting – Adjective
 Stage Aim Time & Procedure Tutor Comment
Interaction

Lead – in To establish context and T sets context by narrating a personal anecdote

create an interest. 3 mins about experiences from travelling during
childhood.
Groups
Ss discuss in groups about their first memories
of travelling.

Pre-teach vocabulary To introduce words from 7 mins T sets up a matching words to definitions
the listening tape that activity.
students might find Groups
difficult to understand Instructions
Match the words with the right definitions.
Work in groups.
You have 7mins.
ICQs
Are you working in groups?

Ss match words to their definitions at their

tables.

WCFB

T focuses on form by asking CCQs.

CCQs
1. Is sweeping a chore?
2.Where would u go trekking?
3.Do u see animals at a night safari?

T drills pronunciation of words like ‘chores’

T elicits and writes the form of the words on the

board.
 Stage Aim Time & Procedure Tutor Comment
Interaction

Prediction stage To make Ss guess the 2 mins T shows pictures of Tashi Wheeler during her
content of the audio childhood.
Whole class
T asks ‘How is Tashi’s childhood different from
yours?’
T elicits – ‘She travelled a lot as a child.’

T sets prediction task – ‘If you could interview

her, what questions would you ask her?’
3 mins
T writes Ss’ predictions on the board.

Listening for gist To make Ss listen to the 6 mins T sets the listening for gist activity asking
audio for general students to listen to her interview and see if she
understanding Individual answers any of their questions.

Instructions
Listen to the audio.
Does Tashi answer any of your questions?

Ss check their initial predictions that are on the

board.

Listening for specific To develop the skill of 5 mins T sets listening for specific information task by
information listening for specific playing the second part of the interview and
details individual asking Ss to correct the wrong information on a
worksheet.

Instructions
Listen to the audio.
Correct these 7 sentences. (T signposts
worksheet)

ICQs
Are you writing answers or correcting the
sentences?- No - Correcting the sentences.
 5 mins Ss check in pairs and write the answers on the
board.

Listening for detailed To develop the skill of 7 mins T displays the task on the board and ss write
comprehension listening for detailed Individual the answers on the board.
comprehension.

T sets up the listening for detailed

comprehension task.
Ss listen to the third part of the interview and
answer 4 questions. T plays it a second time if
required.

Instructions
Listen and answer the Qs on the worksheet.

ICQs
Are you writing answers while listening? Yes

Groups Ss check their answers together.

WCFB – T nominates Ss to call out answers.

Post listening – To give Ss oral fluency

speaking task practice 6 mins T re-groups Ss.

T puts up a Q on the board and Ss discuss their

ideas freely.

Q – Do you think taking time off to travel the

world is educational or a waste of money?

1 min WCFB. End session.