Listening Lesson Plan

Topic:  Blind date (I Am Looking for Someone Who...)

Instructor: Claire	Level: Upper Intermediate	Students: 10	Length: 40 Minutes

Materials:

Idioms worksheet (10 copies)

Listening CD & CD player

Listening worksheet (17 copies each)

Wall chart – Blind Date Profile Sheet

Blown-up pictures of 4 speakers for Prediction & Blind Date Profile Sheet

White board, board markers & tape

Aims:

-  To learn vocabulary and expressions for describing one’s character and

relationships by completing an idioms matching worksheet

To enable students to improve their listening skills by having students talk about blind date

Students will talk about Blind date by having students matching Idioms, Dictation & Engaging in a speed dating competition

To make students be closed by knowing each other doing speed dating activity

Language Skills:

Reading : Students match idioms by reading the worksheet

Listening : Students listen to the speakers’ short speech about themselves and what kind of partner they’re looking for

Speaking : Students speak their prediction and compare answers within groups

Writing : Students write the details of dictation and create speakers’ profile

Language Systems:

Lexis : idioms used in describing people’s personalities and various situations

Function : self-PR and an advertisement for a lifetime partner

Structure: relative clauses (usage of who)

Assumptions:

Students already know :

how the class is set up and run (there will be 4 student groups at each table)

the teacher’s style of teaching and the pace of the course

all students are single and college graduates (Age 23 and up)

most students have been on a blind date

Anticipated Problems and Solutions:

Students may not be albe to follow the passage easily

→ Follow the task-feedback circle : let them listen to the tracks again until they get the gist of the content

Students may not be able to pick up details from the listening

→ Chunk the listening (pause-play-pause-play)

Students may need more time to work on the idioms

→ If it takes longer than 5 minutes, cut answer-checking short by verbally sharing the answers instead of having students write them on the board

If time is short

→ Cut post-activity discussion short and only ask 2~3 students to share their opinions about what’s most important in a lifetime partner

If students finish their tasks earlier than anticipated,

→ Ask as many students as possible about their idea of a good partner for life, and differences between what they want in a date and what they want in a spouse.

References:

Impact Listening 3, Unit 6 “Choosing a Mate”

What You Need to Know about Idioms by Virginia Klein

Lead-In
Materials: Board
Time	Set Up	Procedure
3 min	Whole Class	Greeting: Hello everyone, How do you feel today? Do you want something that makes you feel cool? Did you come to Times media today by bus? 2 Guiding questions: Do you like meet new people? Do you like eating out with someone? Ok, so today, we will listen to some people who are looking for their life partners. But first, we will learn some idioms the speakers use.

Pre-Activity
Materials: Idioms Worksheet, Board, Blown-up Pictures of the Speakers(for Prediction)
Time	Set Up	Procedure
10 min 2 min	Whole Class Individually Whole Class Whole Class	Eliciting with visuals What can you see in this picture? Have you ever had blind date? What do you think they are doing? Ⅰ. Idioms Instruction Work individually. Match the first part of each sentence with the second part containing idioms. Write the letter “a,b,c” in the empty boxes. You have 4 minutes. (Distribute the worksheet) Demonstration Look at #1… “right, it runs in our family.” So put the letter “j” in the box next to number 1. ICQ Who are you working with? How much time do you have? What do you write in the empty box? Monitor discreetly. Answer students if they ask questions. Give time warning : 30 seconds left. Be flexible with time. Give 1 more minute if they need it. Check answers : let students write the correct idioms (not the letters) on the board (#1 already written by teacher) Go through the idioms one by one Eliciting the meaning from students Explain the meaning if necessary Ⅱ. Prediction Instructions Look at these pictures. These are the 4 speakers that you will listen to. What’s your first impression of them? What do you think their personality is like? Show the pictures one by one. Do not identity them in the order of the tracks. Elicit vocabulary used to describe one’s character/personality. Check your predictions as you listen to the speakers.

Main Activity
Materials: CD & CD player, Listening Worksheet, Blind Date Profile wall chart, Pictures of the speakers, Board
Time	Set Up	Procedure
10 min 18 min	Whole Class Whole Class Individually Groups Whole Class	Listening for the Main Idea (general understanding) Instructions Put your pens down. Close your eyes. Listen to the 4 speakers. Think about the first impression of each speaker. What do you think each person is like? Listen for the general feeling of them. CCQ Can you take notes? What are you supposed to think about? Is first impression feeling of someone you know well? Is first impression feeling of someone for the first time? ICQ What are you going to do? How much time do you have? Are you working in pair? (Play tracks 1 through 4 without stopping) Do you want to listen again? Yes → Have them listen one more time. No → Have them share their thoughts. What do you think about speaker 1? What do you think about speaker 2? (same for speakers 3&4) Identify the pictures. Compare with their thoughts from the prediction(if dome.) → Just notice the differences Listening for Details Instructions Now listen to the speakers one by one this time. Answer the questions on the worksheet as you listen. Work individually. ICQ What are you supposed to do? Are you work alone? (Distribute the worksheet) Play track 1. Let students write answers as they listen. Do you need to listen again? Yes → Play track 1 again. No → Play track 2. (Follow the same cycle until finished with track 4) Now compare the answers with your group members. When you have an agreement, send a representative up front and have them fill out the profile sheet on the board, including the speakers’ pictures. Group 1, fill out speaker 1’s profile. Group 2, fill out speaker 2’s profile. (same for groups 3&4) (Put the wall charts of the profile sheets and the pictures of the speakers on the board, while students are checking their answers with each other) Check the answers as a whole class after the representatives fill out the profile sheets. Listen to the track one last time. If there is anything missing : pause the CD right there and let students say it out loud. Go through all 4 Profile Sheets.

Post Activity
Materials: n/a
Time		Set Up		Procedure
7 min		Whole Class Groups Whole Class		Free Production Instructions What things are important to you when you first meet someone? What qualities do you look for in a person you want to live with forever? Are they the same? Why or why not? Discuss with your group. You have 3 minutes. ICQ Are you working in pairs? For how long? Monitor actively and participate within each group. Share students’ opinions. Take 2~3 volunteers if running out of time. Ⅱ. Conclude lesson Elicit today’s idioms for students Error correction with the word “date” Good job today. See you guys tomorrow!
SOS Activities
Materials: Blind date profile worksheet
Time	Set Up		Student Activity		Teacher Talk
5 min	Individually		Write their own profile Speak about what they write		Make a blind date profile. If there is more time, ask students their personalities and who they are looking for.