Listening Lesson Plan

Looking for a lifetime partner who....

Instructor: Mr. Keejo Chey	Level: Intermediate	Students: 12	Length: 50 minutes

Materials:

- Words/Idioms work sheet (12 copies)

- Listening worksheet (12 copies each)

- Relative pronoun worksheet (12 copies)

- White board, board markers & tape

Aims:

- To learn vocabulary and expressions for describing one's pesonality         and profile completing the worksheets and listening the CD

- To practice listening to real-life speech of people with various              accents by listening to the CD

- To be able to catch details from the real-life talk by answering             detail questions on the worksheets

- To practice speaking by discussing with group members

- To learn grammar on relative pronouns by doing the worksheet

Language Skills:

- Reading: Words/Idioms work sheet

- Lisening: the speakers' short speeches about themselves and what                    kind of partner they are looking for

- Speaking: discussion within groups

- Writing: writing students' own profiles and their future partners'                      profiles as a homework

Language Systems:

- Lexis: Words/Idioms used in describing people's personalities and                   profiles

- Function: looking for a lifetime partner

- Structure: relative clauses(usage of who and whom)

Assumptions:

Students already know:

- how the class is set up and run(there will be 3 student groups at          each table)

- the teacher's teaching style and the pace of the course

- all students are college graduates (Age 27 or more)

- most students have interests in their future spouses

Anticipated Errors and Solutions:

- Students may need more time to work on the words/idioms                 worksheet

⇒ 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

- Students may not be able to follow the passage easily

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

- Students may not be able to catch details from the listening

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

- If time is short

⇒ Cut post-activity discussion short and only 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 ideas of a good              partner for life

Refernces:

- Impact Listening 3, Unit 6 "Choosing a Mate"

Lead-In
Materials: Board
Time 5 min	Set Up Whole Class	Procedure: Hello evryone, did you have a nice weekend? As far as I know, you are all singles. So, I think all of you guys have much interest in your lifetime partner. Here's a question for you all. When people choose their partners for life, what kind of people do they look for? (Divide the students into 4 groups having 3 members) Make each group to brainstorm about the important personalties for a lifetime partner (3 minutes) OK, so today, we will listen to some people who are looking for their life partners. But first, we will learn some words/idioms for better understanding.

Pre-Activity
Materials: Words/Idioms Worksheet, Board
Time 8 min	Set Up Whole Class Individually Whole Class	Procedure: 1. Words/Idioms Instruction Work individually. Match words/idioms with the explanations on your worksheet. Write the letter "a, b, c" in the parentheses. You have 4 minutes. (Distribute the worksheet) CCQ Who are you working with? How much time do you have? Monitor discreetly. Answer students if they ask questions. Give time warning: 1 minute left Be flexible with time. Give 1 more minute if they need Check the answers: let the students write the correct idioms(not the letters) on the board. Go through the words/idioms one by one. Elicit the meaning from students. Explain the meaning if necessary.

Main Activity
Materials: CD &CD player, Listening Worksheet, Board
Time 10 min 15 min 5 min	Set Up Whole Class Individually Whole Class Groups Whole Class Whole Class	Procedure: 1. Listening for the main idea(general understanding) Instructions Put your pens down. Close your eyes. Listen to the 4 speakers. Listen for the general feeling of them and write the feeling on your worksheet. CCQ Can you take notes? What are you supposed to do? (Distribute the worksheet) (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 is the general feeling of the speaker 1? Write it on your work sheet(1). What is the general feeling of the speaker 2? Write it on your work sheet(1). (same for speaker 3 & 4) * For effective teaching, the teacher prepare the answers. 2. 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. CCQ What are you supposed to do? Are you working 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. Group 1, fill out speaker 1's profile Group 2, fill out speaker 2's profile (same for group 3 & 4) (Put the wall charts of the profile sheets 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 tracks 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. 3. Sentence Structure Study Instructions Read the passage on the relative pronoun worksheet and answer question 1 and 2. Work individually. You have 3 minutes. CCQ what are you supposed to do? How much time do you have? (Distribute the worksheet) Monitor and answer questions. Check the students' answers and explain the difference between subjective relative pronoun and objective relative pronoun.

Post-Activity
Materials: n/a
Time 7 min	Set Up Groups Whole Class	Procedure: 1. Free production Instructions What quality do you look for in a person you want to live for lifetime? Are they the same? Why or Why not? Discuss with your group. You have 3 minutes. CCQ Are you working in group? For how long? Monitor and participate within each group Share students' opinions. Take 2~3 volunteers if running out of time. 2. Conclude lesson Elicit today's words/idioms Give homework Write an essay about the profiles of students and those of their future spouses in 100~200 words. You did a good job today. See you guys tomorrow!

Script

1. Hi! I'm Michael. I'm a 32 year-old white male, I'm divorced, and I want to try again with the right lady. I like bodybuilding, rock music, dancing, and I like to party. I'm looking for an attractive woman who likes the same things I do. And she's gotta be someone I can trust.

2. I'm Anita, and I'm a 34 year-old, African American, single professional with a major corporation. I'm also very involved with the environmental organization Greenpeace. I'm looking for an African American, single professional man who already has his own life, but wants to share quality time. He has to be honest, above all else.

3. Hi! My name is Jack. I'm a sensitive 28 year-old guy. I'm ready for someone who wants a lifetime commitment. I'm into bodybuilding, movies and surfing. I have a great job with a good income, so you don't have to be rich, just fun to be with. And you have to be able to cook.

4. My name is Cora, and I'm a single Chinese American woman. I'm in my mid-twenties. If you love long walks on the beach, candlelight dinners, and intelligent conversation, I'd like to meet you. I want a man who comes from a good family, likes to read, and has a good sense of humor.

Words/idioms Worksheet

1. African American      (   )     a. to fall in love right away

2. a major corporation (  )   b. to be together for the rest of our                                                  lives

3. Greenpeace            (   )     c. a short description about a person

4. quality time            (   )     d. the person someone will marry

5. a lifetime commitment  (   )     e. a world-wide organization to protect

our environment

6. surfing                  (   )     f. to matter, to concern, to worry

7. He/she is the one       (   )     g. a big and famous company

8. to be swept away       (   )     h. to ride on waves  standing on a

special board

9. a person's profile       (   )      I.  a black man/woman

10. to care about          (   )      j. a happy and rich life

Listening Worksheet (1)

1. First Listening

What are the general feelings of the speakers?

(Person 1)

(Person 2)

(Person 3)

(Person 4)

Listening Worksheet (2)

1. Second Listening

Listen again. What kind of person is each speaker looking for?

(Person 1)

(Person 2)

(Person 3)

(Person 4)

Relative Pronoun Worksheet

Q. 1. Read the following passage and fill the parentheses with who or whom.

You know, I don't think this relationship is going to work out.

I want someone ( 1  )  likes watching TV, but she wants someone

( 2  )likes reading novels. I want someone ( 3 ) goes dancing every night but she wants someone ( 4 ) she can go to museums with.

I want someone (5 ) has a lot of money, but she wants someone

( 6 ) doesn't care about things like that. And here's the biggest problem: I want someone ( 7 ) just wants to have fun, but she wants someone ( 8 ) she can trust. I don't think I'm the right guy.

Q. 2. Find the parenthesis(or parentheses) in which the relative pronounce

can be omitted. Write the parenthesis (or parentheses) number.