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• Zuhal Olgunn

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Zuhal Olgun 070565081 302

LISTENING LESSON PLAN Time: 20 min. 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 and they can understand the text. Anticipated Problems: They may have difficulty in catching the words because of the speakers’ speaking speed. OBJECTIVES By the end of the lesson, the students 1) Will have improved their listening skill. 2) Will have understood the listening text. 3) Will have improved their writing and speaking skills with the help of the

listening skill.

PRE-LISTENING Time: 5 min. Materials: photos Interaction: ss-ss, t-ss What students do: They put the pieces of the photos together and talk about them. Grouping: group work Aims: - To motivate students to get to the topic. - To have students make predictions about the topic. - To arouse their curiosity about listening text STEPS 1) The teacher gives the students four photos divided into pieces related with the environmental problems and people’s effects on the environment. 2) The teacher asks students to work in groups and divides the class into four groups. 3) The students put the pieces together and the teacher sticks the photos on the board. 4) The teacher asks the students to look at the photos and to talk about them. 5) She tells that they will listen to a dialogue and how many people there are in the listening text.

6) She tells that the text is already related to the photos and creates an aim for listening to the text WHILE-LISTENING Time: 10 min. Materials: worksheets, listening text Interaction: ss-ss, t-ss What students do: They listen to recording and answer the questions Grouping: pair work Aims: - To have the students get the gist of the text. - To get some specific information about listening text. STEPS 1) The teacher asks the students to listen to listening text. 2) After they listen, the teacher talks to the students about what the text is about and whether their guesses are correct or not. 3) The teacher gives the students worksheets on which five sentences are written. 4) Sentences are paraphrased, but the subjects aren’t given. a) “There are lots of other things we can do, not just recycling or saving energy” ……………says. b) “………………thinks that packaging is good for keeping the food fresh.” c) “………………thinks that getting to the local market may contribute to reducing the greenhouse gases. d) “………………thinks that producing the meat causes to consume more water than producing the wheat. e) “………………..changes his/her ideas at the end of the conversation.” 5) The teacher asks the students to read the sentences before they listen to the text again. 6) The students look through the sentences. 7) The teacher asks the students to write the speakers’ name while they are listening. 8) The teacher tells the students to compare their answers with their partners after they listen. 9) The students compare the answers and check their answers with the teacher.

POST-LISTENING Time: 5 min. Materials: what the students prepare for their project. Interaction: ss-ss What students do: They study with their group members and they present their homework in the class. Grouping: group working Aims:

- To have the students practice writing and speaking. - To have the students deal with the topic after the lesson. STEPS 1) The teacher asks the students to work in group of four. 2) The teacher gives them a project as homework for the next week. 3) A week later, they complete their homework and present it to their friends in the class.