Kelsey Wilkens Kelsey Wilkens

Dinner Date Listening Lesson
Intermediate B1 level


In this lesson Ss will practice listening for general and detailed understanding in a conversation between three people during the course of an at-home dinner date. Ss will activate top-down processing in a prediction task using pictures from the course book about the guests as well as in a brief vocabulary pre-teaching activity, matching definitions/images to the vocabulary as a group. Ss will then listen for detailed understanding completing True/False questions. Ss will correct the detailed task in pairs using the tapescript. The lesson will conclude with discussion questions about the politeness of the guests in the text and how their dinner date compares to Turkey.


Main Aims

  • To provide gist, detailed and deduction listening practice using a conversation text about dinner date

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of dinner dates


Lead-In (3-4 minutes) • To set lesson context and engage Ss

- Write "Dinner Date" on the w/b. - Ss answer "What is a dinner date?" - Ss get in groups. Arrange Ss chairs so the Ss are facing each other. - Pass out one copy of HO1, Visual for each group. - Ss look at photos in HO1, Visual. - Ss talk about 'What's happening in the pictures?' 'What are they saying to each other?'

Feedback (2-3 minutes) • To check that Ss have activated top-down processing for the text

- Nominate a member of each group to report back. - Ss report their ideas about what's happening in the pictures.

Pre-Listening Vocabulary Activity (2-3 minutes) • To prepare Ss for the text and make it accessible

- Inform Ss: We will be listening to a text about these people. Before we listen, let's look at some vocabulary. - Put pictures/definitions on w/b (from HO2, Flashcards). - Ss stand up. - Distribute Ss vocabulary flashcards. If there are not enough for each S, ensure that less confident speakers are given cards. - Ss talk together and match the vocabulary to the pictures/definitions, sticking them on the w/b. - Monitor closely for problematic words to review with CCQs.

Feedback (3-4 minutes) • To check that Ss have understood vocabulary and are prepared for the text

- Ask CCQs for the vocabulary that presented difficulty during matching stage, doing most difficult vocabulary first - CCQs: to decorate: (Referencing visual on the PowerPoint Slide) When you decorate, do you put more things in a room? Yes Does decorating make a room look more beautiful? Yes Which room has been decorated, the before or after? The after to get on: When you get on with someone... Are you friendly or unfriendly with them? Friendly Do you like them? Yes Do you have any problems with them? No gossip: Is gossip information? Yes Is it private information or public information? Private Is it usually polite to share gossip? No Is gossip positive or negative? Negative useless: If someone is useless... Do they do what they need to do? No Are they helpful? No Do they have the effect we want? No Time flies: When time flies... Does time actually fly, like an airplane or bird? No Do the hours pass quickly or slowly? Quickly Does one hour feel like one minute? Yes tap water/sparkling water: Which can you get from a sink? Tap water Which comes from a bottle? Sparkling water Which has gas? Sparkling water Which is more expensive? Sparkling water Why? Because you buy it in a store. - Drill pronunciation for each word after eliciting its CCQs.

Listening 1 (6-7 minutes) • To provide Ss with less challenging listening task

- Pass out a copy of HO1 to all Ss. - Tell Ss they will listen to a long conversation of the evening. - Ss listen for mistakes in the pictures. There are 5 mistakes. - Ss listen picture by picture, pausing briefly after each.

Pair Check (1-2 minutes) • To check that Ss have understood the gist of the text and encourage peer learning

- Ss check their mistakes with a partner. - Prepare projector with PP1, FB to use in the next stage.

Feedback (2-3 minutes) • To check that Ss have a general understanding of the text

- Nominate less vocal Ss to report mistakes in the pictures. - Use the slide visual to prompt any other mistakes missed.

Listening 2 (5-10 minutes) • To provide Ss with more challenging detailed listening tasks

- Give Ss a copy of HO3, True/False. - Tell Ss they will listen again to only parts of the text. - Ss listen again to a selection of the text: Play 1.24 from 00:25 to 1:15. Play 1.24 from 1:30 to 2:18. Play 1.25 in its entirety. Play 1.26 in its entirety. - Play the selections again if necessary.

Station Feedback (4-6 minutes) • To check that Ss have understood details in the text and encourage communication

- Set up pair stations around the classroom, setting one copy of HO4, Tapescript on each station. - Nominate and gesture Ss to each station so that Ss are working with a new partner. - Ss correct their True/False questions using the Tapescript as answer key. - Monitor closely for accuracy. - If some pairs finish early, Ss can underline polite language in the tapescript. If other pairs will not finish in time to do WC GW, give the early pairs a copy of the discussion questions.

Post-Listening (3-6 minutes) • To provide Ss with an opportunity to respond to the text

- Ss get in groups. Arrange Ss chairs so the Ss are facing each other. - Pass out one copy of HO6, Discussion Questions for each group. - Ss talk about the questions in groups. - Monitor the conversations and write down good language and that which requires reformulation or correction. - Use final minute to point out good language or prompt any reformulations if time permits.

Web site designed by: Nikue