Let's see how this would work with the Seinfield Show video!
Lead-in
Orientation
Listening for gist*
Teacher introduces the topic of the lesson
(volunteer work) and starts a conversation
with the student about it:

Have you ever done any volunteer
work? Why (not)?

What kind of work do people typically
do as volunteers?

Do you think it's a good idea to try
volunteer work?
The teacher introduces the video. The more
the student knows about the speaking
situation, the more likely they are to
understand it.

Introduces the show and the
characters

Where are they?
(There will be 3 short scenes, with
some time passing in between)

What happened before the first
scene? (Elaine signed up to do
volunteer work)
The teacher asks the student
a question about the general
message (the gist) of the video:
We are going to watch these 3 short scenes.
Don't worry if you do not understand
everything, these videos were not created for
learners. Try to understand as much as you
can and answer this question:
Was George successful at his volunteer job?
Why (not)?
Pre-teaching
Listening for detail
The teacher teaches a couple of
words/expressions that the student will
need to complete the detail task (e.g. to
sign up, life span, push the envelope, to be
grateful, etc). She makes sure that she
doesn't teach all of the new vocabulary from
the video because the focus of the lesson is
listening.
The teacher shows her student some
TRUE/FALSE
questions about the text that focus on
specific details.
e.g. Elaine has already started working as a
volunteer
(FALSE - She has just signed up, she's
starting tomorrow)
Follow-up
The student reads through them and then
watches the video again to answer the
questions (if needed, they can play the video
several times).
Then, the teacher discusses the answers. If
some questions are difficult, they replay the
relevant parts of the video and try to
understand what is being said.
This is the production stage. The teacher sets
up the speaking task:
We are going to act out the situation after
George gets fired by the elderly man. He
goes to talk to the person who organises the
volunteering project and asks for a new
position.
You are George.
After some preparation time (think about what
you will say and what kind of
volunteer tasks you would like to ask for) they
do the role play,
followed by feedback (what the student did
well) and error correction.