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Name: xxxxx xxxxxx TP number: 5 Level: Upper-

intermediate Date: April 8, 2023

Description
This lesson will focus on listening sub-skills related to the topic: Animals and the environment.

Main Aims
By the end of the lesson, Ss will have practiced listening for gist and detailed comprehension in the context of
animals and envronment.

Subsidiary Aims
 To provide Ss with practice in speaking for fluency

Background
Class Profile
It is a monolingual group of 5 adult students from Turkey. New students join as we go on the course, so they may
be 7 students. They range in age from twenties to their fifties. They are very interested in classes, and they
respond well to visuals and enjoy interacting with each other. They are generally willing to do most types of
activities, and they enjoy discussions.
Assumptions
- It is assumed that Ss are familiar with the topic about dangerous animals.
- It is assumed that they know some vocabulary so that they can build on what they know already to learn
new things.
Personal Aims
- To have smooth transitions between stages of the lesson
Timetable Fit
Since this will be the third lesson on the day, Ss will have been exposed to some lexical items and some
grammatical structures with listening and reading. That will facilitate what they are going to do in my class.
Anticipated Problems & Solutions: Target language – meaning, form and pronunciation (and appropriacy where
relevant)
 Students might not understand the blocking words.
Elicit the meaning and ask CCQs (included in the procedure):

Anticipated Problems & Solutions: Lesson content – skills work, the topic, etc.
 Some students might find difficulty in understanding the listening text.
Allow them to listen again to the specific parts that they found difficulty with.

Anticipated Problems & Solutions: Classroom management – timings, technology, etc.

 There might be few students attending.
Ask them to work in pairs instead of groups.
 There might be an electricity outage.
Charge my laptop fully earlier.

Materials
 Doff, A., Thaine C., Puchta, H., Stranks J., and Lewis-Jones, P. (2015) Empower Upper Intermediate
Student’s Book, Cambridge University Press, p. 25 Ex 3a to 3e.
Please see the following page for the lesson procedure

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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Warmer/Lead-in Display two pictures of movies about animals.
Ss work in groups/pairs to tell each other about a movie they have seen or T-Ss,
To generate interest in
a book they have read with an animal as the main character. Ss-Ss,
the theme/topic of the Slide 2 in the PPT 4-5 mins
Ask students to report what they have said. p/w
lesson
W/C
Pre-listening – Pre teach two words ‘wounded’ and ‘mattress’.
Prediction Ss match words with pictures.
To predict the topic of Ask some CCQs: 1- mattress:
the listening and to set - Is this something we use to lie on? (Yes)
the context - Do we put it on beds or on chairs? (On beds)
2- wounded:
T-Ss,
- When the tiger is wounded, does it have a cut in its skin? (Yes)
Ss-Ss, 7-9 mins
- What’s another word for ‘wounded’? (Hurt) P 25 Ex 3a
W/C
Ask Ss to look at the book cover ‘The Tiger’ and say what the animal is.
Ss read through the task to guess the story of the hunter and the tiger from
the words.
Allow them 3 minutes to work in pairs/groups and predict the story.
Ask them to report some of their ideas in whole class. Ss vote on which
story is most likely to be correct.

Pre-teach Vocabulary Pre teach three more words ‘habitat’, ‘impressive’ and ‘species.
To pre-teach some useful Ss match words with definitions.
vocabulary before Elicit the meanings of the words based on the definitions.
listening Check understanding of the meanings by asking some CCQs.
T-Ss,
1- habitat:
S,
- Is it where animals or plants live? (Yes) P 25 Ex 3b 2-3 mins
(p/w)
- Is it natural or man-made? (natural)
W/C
2- impressive: What is another word for ‘impressive’? (Good, great)
3- Species:
- Do all the animal group members share similar qualities? (Yes)
Drill the words chorally and individually.
Listening for gist Ss read through the task by displaying the question ‘Was the story similar
To allow Ss to get an to yours?’. T-Ss,
overview of the text Then play the recording of the first part of an interview about the book. S, 5-6 mins
P 25 Ex 3b
Ask Ss to listen to it. W/C
Ss discuss whose ideas were the closest and take feedback in whole class..

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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Listening for specific Part 1:
information and Display the question ‘Which of these questions doesn’t Miles answer?’.
detail Ss listen to the recording again to check then feedback as a class with
To give Ss an opportunity T-Ss,
answer key.
to listen and understand S
Part 2: 11-12 mins
the text in depth P 25 Ex 3b Ss-Ss,
Ss read through the task and play the recording for Ss to tick the things
To practice listening for P 25 Ex 3c W/C
Miles talks about.
detailed comprehension Give w/c feedback and Ss check with the answer key.

Post-listening Ss, individually, decide if they think Miles would agree or disagree with the
To allow an opportunity statements.
to react to the text Ss compare their answers in pairs/groups.
T-Ss,
To develop spoken Regroup Ss and ask them to check their ideas and give reasons.
Slides 9 & 10, PPT Ss-Ss,
fluency on the topic Monitor without interfering. 8-10 mins
P or G/W
After the fluency task, give feedback about some of the ideas they came up
W/C
with.
Reflection: Ask them if they enjoyed the lesson and if it was interesting
before ending the lesson.

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