Scribd
Upload
23 views1 page

Focus2 2E LessonPlans U05 Lesson4 Listening

This document provides an overview and lesson plan for a 40-minute English listening lesson. The objectives are for students to identify details in recorded dialogues, understand main points of conversations on familiar topics, and write simple texts about their culture. The lesson includes warm-up, pre-listening, while-listening, post-listening, and production activities. Students will listen to a dialogue about exam stress and complete related exercises to practice their listening comprehension. They will also discuss tips for dealing with exam stress and write an information sheet about university entrance requirements.

Uploaded by

Mariam Shoshiashvili
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
23 views1 page

Focus2 2E LessonPlans U05 Lesson4 Listening

This document provides an overview and lesson plan for a 40-minute English listening lesson. The objectives are for students to identify details in recorded dialogues, understand main points of conversations on familiar topics, and write simple texts about their culture. The lesson includes warm-up, pre-listening, while-listening, post-listening, and production activities. Students will listen to a dialogue about exam stress and complete related exercises to practice their listening comprehension. They will also discuss tips for dealing with exam stress and write an information sheet about university entrance requirements.

Uploaded by

Mariam Shoshiashvili
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

5.

3 LISTENING LESSON 4

OVERVIEW 4 (T–S, S–T) Refer Ss to Exercise 5. Ask them if they have to


take an entrance exam to get into university in your country.
Duration: 40 minutes Elicit the answer. Then give Ss 2 minutes to read the
Objectives: information about British universities and decide if the
• Can identify key details in a simple recorded missing word is a noun or a number, then check.
dialogue or narrative (P) (GSE 39 – A2+).
• Can understand the main points of narratives and TIP
conversations about familiar topics (e.g. work, leisure)
See Culture notes in TB p. 174 for information about the
delivered in clear standard speech (Ca) (GSE 47 – B1).
universities in the UK.
• Can write simple texts giving key information about
their culture (e.g. food, national holidays, festivals)
(P) (GSE 43 – B1). 5 (T–S, S–T) Refer Ss to Exercise 6. Play the recording once
so that Ss listen and complete the text in Exercise 5.
Resources: Then do a class check.
• SB p. 63; WORD STORE 5, p. 11
• TB: Culture notes p. 174 POST-LISTENING | 6–7 minutes
• WB p. 63 1 (T–S, S–T) Refer Ss to Exercise 8. Play the recording so that
Ss listen and choose the number they hear. Do a class check.
Then the class repeats the words from the recording using
LESSON 4 choral drilling. Check pronunciation individually and drill
WARM-UP | 3 minutes problem numbers further.
(T–S, S–T) Books closed. Activate Ss’ interest in the topic. 2 (S–S) Exercise 9. Tell Ss to write six numbers similar to
Ask: Do you have exam stress? Elicit answers from different the ones in Exercise 8. Put them in pairs and give them
Ss with reasons why and have a brief class discussion. Then 2 minutes to take turns to dictate their numbers to their
brainstorm with Ss as many tips for dealing with exam stress partner. Then they check their answers.
as possible and write them on the board. Alternatively, this 3 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 5D p. 11.
could be done as a group activity. Give them 2 minutes to complete the activity. Then Ss
listen and check their answers. Check and drill the
PRE-LISTENING | 3 minutes
pronunciation of the collocations and phrasal verbs using
(T–S, S–S, S–T) Ask Ss to turn to p. 63 and look at Exercise 1. choral and individual repetition.
Go through the tips with Ss. Look at the list on the board
again and add the tips that are in Exercise 1 that have not EXTRA ACTIVITY
already been put there. Then put Ss in pairs and give them
2 minutes to discuss which tips on the board they follow. Give Ss 4 minutes to write example sentences with the
When they have finished, invite individual Ss to share what collocations and phrases with get in WORD STORE 5D.
their partners said. Monitor and support as they do this. When they have
finished, invite volunteers to share their sentences with
WHILE-LISTENING | 20 minutes the class. Then give some feedback.
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Play the
recording so that Ss listen to Grace and Tom talking PRODUCTION | 7 minutes
about exams and tick the tips in Exercise 1 that Grace (S–S, S–T, T–S) Exercise 7. Tell Ss that they will write an
mentions. Then give Ss 1 extra minute to check their information sheet which explains how to get a place at
answers in pairs before doing a class check. a university. Put Ss in groups of four or five and give them
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them 4 minutes to do this. Walk around the class monitoring,
2 minutes to do the matching activity and then 1 extra supporting and taking notes of problems as Ss do the
minute to check their answers in pairs before doing activity. When they have finished, invite groups to present
a class check. their information sheet to the class. Then go over any issues
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Allow them
that came up while you were monitoring.
1 minute to read through the statements to make sure
HOMEWORK
they know exactly what to do. Tell them to underline the
key words. Play the recording once again and then give 1 Give Ss WB p. 63 as homework.
Ss 1 minute to check their answers in pairs before doing 2 Ask Ss to make short notes about Michael Phelps,
a class check. Elicit the answers and ask Ss to correct Dr Temple Grandin, Keira Knightley and Richard Branson.
the false sentences based on relevant extracts from the
audio. (2 Grace says You always get good marks in class. CONTINGENCY PLAN
4 Grace says Of course I get nervous.) Refer to TB p. 63 for extra activities.

© Pearson Education Limited  Focus 2 Second Edition 1

You might also like