Armagan Armagan

Listening lesson - what's the password?
Intermediate (B1/B2) level


In this lesson, students will be using their previously learned vocabulary about computers to do a listening exercise as well as work on their speaking.


Abc Listening audio

Main Aims

  • To provide students with practice of their listening skills, listening for deduction in the context of problems with computers

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of problems with computer


Lead in/pre-listening (3-5 minutes) • To set lesson context

Hand out the picture from page 58 of face2face and ask students questions about it (chest the picture) "Where do you think they are?" "Look at the title, what do you think the problem is?" "What do you think is happening in the pictures?" Elicit responses from students and give no feedback, just nod and continue getting ideas from other students. Once a few (2-4) main ideas have been shared write them on the board. Students will now listen to the first minute of the listening to see if their predictions are correct. Remind them to look at the predictions and check if they are true or not. Once students have listened have a short discussion if any were incorrect or which ones were true.

While-Listening (10-16 minutes) • To expose students to the text (audio)

Give students handout 1 (1b of page 58 of face2face) and tell them to read the sentences (from a-h) "Read this, don't write anything, just read" Once students have read the sentences instruct them on the activity. They will be listening to the audio and will write whether these sentences are TRUE or FALSE. If the sentences are false they must correct them to be true. Remember to pause between part 1 and 2 of the audio to give students time to correct the false sentences. ICQ's: "What do you write if the sentence is correct in the audio?" True "What do you write if it's false?" False "Do you write anything else if it's false?" Yes, write the correct version. Once students have listened to the audio once have them check with each other (in pairs) if they have the same answers. "Did you get the same answers?" ICQ's: "Are you checking your answers alone?" No, in pairs. Make sure to monitor while they are working in pairs. Once students have compared their answers play the audio again. "Now we'll listen again, check your answers" ICQ's: "What are you going to do?" Check your answers. Play the audio again and remember to pause between part 1 and 2. While students are listening again list a-h on the board on the left hand side. Once the listening is over indicate to the board and start asking them if they got true/false for the answers. Simply write T for true, if they say false, ask them why and tell them to tell you the correct sentence, make sure to ask why if they say false. Write F for false and in brackets write the correct information (not detailed).

While-Reading/Listening #2 (8-12 minutes) • To have students listen for specific information

Give students the cut outs of listening activity 2 on page 58 in face2face. Students will work in pairs for this activity. Tell them they will be listening to the audio again, this time they have to order the sentences in the order they hear them. Make sure students read these sentences before you play the audio. ICQ's: "Are you working alone?" No "What are you doing with the sentences?" Putting them in order Remember to pause the audio between part 1 and part 2. After they have done this ask them if they need to listen to it again, if so play it again. Once students have listened to the audio and put the sentences in order have them check each others order (checking each others on the table) Once they have done this ask them if they got similar answers.

Post-Listening (7-10 minutes) • To provide with an opportunity to work on their speaking using the listening context

This will be a role play activity, where students A will get a paper of information and students B will get a different paper of information. They won't show each other what their partner has. A is a person who is having computer problems and has a list of problems they are having (this will use their previously learned collocations) B is a person who fixes computers and will have certain suggestions for person A (this will use their previously learned collocations and computer vocabulary) ICQ's: "A's, what is your role?" I have computer trouble "B's?" I am a computer technician. Give students a minute to write down some notes on their role play sheets before they start. Walk around the room to monitor students use of language and fluency. After students have had a chance to discuss with their partners have an open class feedback to discuss the role play "What did you suggest she/he do to fix their computer?" "What problems were you having."

Web site designed by: Nikue