Jonathan Bull Jonathan Bull

Jokes about restaurants - Listening Lesson (TP8)
Beginner - A1 level


In this lesson, the students will be listening for the gist and intensively/for detailed information. Prior to that, they will discuss the jokes/the photos and be introduced to some vocabulary in order to prepare. Finally, they will do a gap-fill text and practise speaking for accuracy while role-playing as waiters/customers in order to give them practise telling jokes.


Abc Fill in the Jokes
Abc Joke Gap-fill
Abc Track 41
Abc Joke Pictures
Abc Joke Pictures (Exercises)
Abc Vocabulary Pictures
Abc Nasreddin Pictures
Abc Joke Gap-fill answer key/Joke with gaps again
Abc Fill in the Jokes Answer Key

Main Aims

  • To provide gist and detailed listening practice using a text about waiter/customer jokes in the context of food & restaurants

Subsidiary Aims

  • To provide accuracy speaking practice in a waiter/customer jokes in the context of food & restaurants


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

*T reminds the Ss that they've just heard about food in the previous lesson. *T shows a cropped photo from the listening of a man with a fly in his soup, who is clearly angry, and elicits where it is (restaurant, as there is a waiter present) and if the man looks angry (he does) and perhaps why (there's a fly/bug in his soup). *T then shows a picture of Nasreddin Hoca, and elicits who he is and what he's known for (funny stories, often with jokes at the end).

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

*T then shows the same picture with Nasreddin Hoca cropped in as the waiter, and has the Ss discuss in pairs their ideas about what is happening in the photo. *T takes some ideas from the Ss as feedback. *T removes the photo from the board and tells the Ss that Nasreddin Hoca is not in the story, but that the waiters/customers do say funny things. *T tries to elicit that those funny things are 'jokes'. *T posts the other two pictures that correspond to the jokes they will hear. *T has the Ss discuss again in pairs what they think is happening in all three pictures. *T takes some ideas as WCFB.

Vocabulary (5-7 minutes) • To introduce and/or clarify vocabulary the students will likely need while listening.

*T posts most of the vocabulary pictures on the board and tries to elicit the words and clarifies the ones they don't know. *With regard to ice cream, T tries to elicit 'scoop' and different kinds of flavours. *With regard to knife and fork, T first shows them separately and then puts them together. *The last word is 'surprise' and will be elicited first with a photo of a woman who is getting a surprise birthday party. Because the Turkish cognate is most often used with a positive connotation, it would be helpful to demonstrate that surprise can be negative in English, so the T shows a picture of Lucille Ball with a shocked look on her face and elicits that the surprise was a bad one. *T drills the vocabulary pronunciation, and if time, gathers the Ss in a circle to pass the pictures around and drill that way. *T writes the words on the board and elicits where the stress is.

While-Listening #1 (5-7 minutes) • To provide students with less challenging gist listening task

*T shows the Ss the pictures corresponding to the jokes that they had previously discussed, and tells them that they will now listen to three short stories, which have jokes at the end. *T tells the Ss that they will number the pictures in the order that they hear the jokes. *Ss listen once and check their answers with a partner. *T monitors and takes WCFB, clarifying if there were any problems.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed & intensive listening task

*T reminds the students that the funny part is usually at the end of the story/joke, and that now they will be listening intensively to understand and write the last part of the joke for each story. *T checks the instructions and hands out the exercise, allowing the Ss to read it before starting the listening again. *T monitors, and if necessary, plays the listening text again. *Ss check answers in pairs, and then T passes out the answer key and has the Ss check again. *T monitors and takes WCFB, clarifies anything problematic.

Post-Listening - Speaking for accuracy (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*T tells the Ss that they will now read a new joke and fill in the blanks of it with the vocabulary words in a box. Ss will work together in pairs. *T passes out the answer key and Ss check their answers. *T collects the joke gap-fill and tells the Ss that they will now role play the scene - one will be the waiter and one will be the customer - and that they should memorize it because the same words will be removed again. *After practising for a few minutes, SS turn over the paper and practise without the words from the gap-fill - with the answer key on the back of the paper should they need any help. *T monitors for errors for delayed ECFB. *If time, Ss can try to make their own jokes in pairs, using the ones they've heard and the one they practised as a model.

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