Name:
Elisse Linari
Date:
July 25, 2013
Length of Lesson: 40 minutes
Level: Pre-Intermediate
Materials: 4 white board markers, information table handout for listening, Cutting Edge CD 1 track 38 and volume up to level 40, 4 copies of
the dialogue transcript blown up with answers highlighted, blue tack for sticking transcripts up around the room. Magnets for the WB.
Main Aim: to practice listening for gist and detail in the context of celebrating New Year’s.
Secondary Aim: to practice speaking in the same context.
Personal Aim: reduce TTT/explanation and instead elicit answers from students with CCQs. Anchor at the front of the class using the rule of
bum [on the whiteboard]. Maintain good pace in order to have enough time for error correction at the end of the speaking activity.
Anticipated problems with language:
Meaning
 Ss may find it difficult to distinguish between biscuit and
cookie.

Ss may not be able to identify oyster and may confuse it with
clam or another shellfish/mollusk.
Form
 Ss may not know that coal is uncountable.
 I anticipate that the students will be familiar with the parts of
speech of the vocabulary, they are all nouns, and how to
make them plural or singular (coal being the exception) and
which articles to assign to which words (a vs. an)
Pronunciation
 Final consonants -/t/, -/l/, -/s/ and consonant clusters -/ms/ and
-/r/ may be difficult. Also, inter-consonantal -/s/ in /ˈbɪskət/ and
the -/ʃ/ in /ˈmʌʃˌru:m/
Anticipated solutions:
Meaning
 I will use CCQs to elicit the information that biscuit (British)
and cookie (American) have the same meaning and are
interchangeable.
Where is Karen from? (Scotland)
Is Scotland part of the United Kingdom? (Yes)
Where am I from? (America)
What do I call a biscuit? (a cookie)

I will use CCQs to check this:
If you open the shell, you find a pearl inside.
Form
 I will use CCQs to check this. Is it a noun, a verb, or an
adjective? Is it countable or uncountable? Is it plural or
singular? How do I change it to plural or singular?
Pronunciation
 I will provide natural modeling and use choral and individual
drilling to ensure correct pronunciation, but as this is mainly a
listening lesson, I will drill quickly as well as correct when
needed.

I will model both pronunciations of envelopes and ensure

Students may know a different pronunciation of envelope than
the one I use. They may not know that it has two different
pronunciations.
Anticipated problems with texts and tasks:
 The long dialogues may prove to be problematic
 The listening task involves a bit of writing. Ss may fall behind if
they try to write too much.
students know that both are correct.
Anticipated solutions:
 The main aim is listening, so I’ve allowed for extra time in
schedule for repeated listenings.
 I will instruct the students that they do not need to write
complete sentences. I will use ICQs to check their
understanding, “Do you need to write full sentences or
words?”
Language Analysis Sheet
Language item & meaning
Form
How meaning will be checked
Envelopes: “an enclosing
plural noun
PTV task: (flashcards) What do you put a
card in before you mail it?
singular noun
PTV task: (flashcards) This is a small
sweet treat that you have with tea or
coffee.
Pronunciation features to be
highlighted
Ooo
cover for a letter, card,
etc.”
Biscuit: “a sweet baked
food that is usually small,
flat, and round and is
made from flour and
sugar.”
Coal: “a black or
brownish-black hard
substance within the
earth that is used as a
fuel”
Mushrooms: ”a fungus
that is shaped like an
umbrella”
Oysters:”a type of
shellfish that has a rough
shell with two parts and
that is eaten both cooked
and raw.”
/ˈɛnvəˌloʊp, ˈɑ:nvəˌloʊp/ -/p/ final
Oo
/ˈbɪskət/ inter-consonantal -/s/
O
uncountable noun
PTV task: (flashcards) You can burn this
to heat your house. It comes from a mine
/ˈkoʊl/ -/l/ final
Oo
plural noun
PTV task: (flashcards) It turns Mario into
Super Mario. It is shaped like an
umbrella. It’s a fungus.
plural noun
PTV task: (flashcards) If you open the
shell, you might find a pearl inside. You
find it in the sea, you can eat it cooked or
raw.
All definitions from Merriam-Webster’s
Online Learner’s Dictionary:
http://www.learnersdictionary.com
/ˈmʌʃˌru:m/, -/ʃ/ has been an issue
Oo
/ˈɔɪstər/ consonant cluster -/st/ and
r-colored final vowel.
Timing/Int
(When? Who)
Stage
(What?)
Stage Aim
(Why?)
Procedure
(How?)
5 mins
T→C
Lead-in
To generate interest in
the topic and get
students thinking in
English.
T: introduces self and writes name OB.
T: I’m from the USA. Americans celebrate
the New Year on December 31st. We
usually go to a party and drink
champagne. We say 10, 9, 8… to
welcome the New Year, and at midnight
we kiss someone for good luck!
T: With your partner, brainstorm words or
ideas about New Year’s celebrations.
They can be about Vietnamese
celebrations or customs from other
countries and cultures. Write down a few
words.
ICQs: Are you working alone? (No)
Are you writing complete sentences? (No)
S→S
Ss work in pairs and brainstorm. T
monitors and notes which groups are
struggling to brainstorm. T draws a cloud
on the WB with the word New Year’s in the
middle.
T→C
T: Stop. T nominates 4 students to write
their ideas/words on the board.
OCFB: T checks spelling and remarks on
any unique/unusual words.
T wipes board clean.
10 mins
T→C
Ss →T
PTV
To elicit the meaning
of difficult words in the
listening activity.
T anchors at front of the room. T uses
flashcards and CCQs to elicit vocabulary
from the students.
PTV task: (flashcards) Before you mail a
Tutor’s Comments
card or letter, you put it in an…
PTV task: (flashcards) This is a small
baked food that you have with tea or
coffee.
PTV task: (flashcards) You can burn this
to heat your house.
PTV task: (flashcards) It turns Mario into
Super Mario.
PTV task: (flashcards) You find it in the
sea. You can eat it cooked or raw.
T drills students chorally, then individually
T: Predict which person will say which
word. What words will Karen say? What
words will Johnny say?
T: sticks flashcards to whiteboard under
the name of the person students predict.
15 mins
T→C
Listen for
details task
For the students to
practice listening for
specific information
T instructs: Listen to the following
dialogues about New Year’s Celebrations.
Fill in the information table with short
answers.
ICQs: Are you writing full sentences or
words? (words)
T sits quietly at the CD player. Plays first
recording.
Ss
S→S
Ss
Ss listen and fill in the table.
T: Check your answers with your partner.
T plays first recording again.
T plays second recording.
Ss listen. Check answers with a partner.
T plays second recording again.
S→S
Compare your answers with your partner.
T→C
T instructs: Around the room are copies of
the dialogues you have just heard. The
information needed to complete the table
is highlighted. Get up and check your
answers.
Ss
T→C
Ss check answers from the dialogue
transcript. T monitors to see which
questions the students had the most
difficulty with.
Ss
T: Stop. Sit down. Open your handouts to
see the answer key.
10 mins
T→C
Communicative For the students to
Follow-up
practice speaking in
the context of the
listening activity
Ss check answers from answer key.
T instructs: Talk to your partner about
which things are similar about the New
Year’s celebration in the two countries.
Which things are different?
S→S
T monitors and takes notes of errors in Ss
utterances.
T→C
T writes 3-4 utterances OWB
Positive feedback and error correction.