Zuhal Olgun

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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 listening text.

3) Will have improved their writing and speaking skills with the help of 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 four photos divided into pieces related with 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 find the photos with their group
members.
4) The students find the photos and the teacher sticks the photos on the board.
5) The teacher asks the students to look at the photos and to talk about them.
 6) She tells that they will listen to a dialogue and how many people there in
listening text.
7) She tells that the text is already related to the photos and creates an aim to
listen.

WHILE-LISTENING
Time: 10 min.
Materials: worksheets, listening text
Interaction: ss-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 four 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: none
Interaction: ss
What students do: They make a list with their group members according to the
situation the teacher gives the whole class and tell
Grouping: group working
Aims:
- To have the students practice writing and speaking.
- To finish the lesson in an enjoyable way

STEPS
1) The teacher asks the students to work in group of four.
2) The teacher talks about the situation she will give them and what they will do.
3) The students write their sentences with their group members.
4) They come to the board and act it out.