Ozlem Demirci Ozlem Demirci

Listening and Vocabulary
Intermediate level


In this lesson, students will improve their listening skills in the context of crime. The lesson starts with eliciting vocabulary from students and carries on with two quick controlled practice. They then discuss about a picture from the movie called 'Strangers on a Train' and create their own story about the movie by replying to questions on the board. They listen to the original film script and reply more questions. The lesson finishes with a free practice where they have to think about the best way to kill a person.


Abc Gap-fill HO
Abc Gap-fill HO
Abc Listening Text
Abc Listening Questions

Main Aims

  • To improve students' listening skills

Subsidiary Aims

  • To teach some vocabulary related to the topic


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Introducing the topic 'Crime' -Encourage students to speak about crime by asking questions. eg= What is a crime? Is it legal or illegal? etc.. -Conduct a brainstorm of names of crimes and any other words related to the topic to understand what vocabulary they have. -Give them a hypothetical situation and elicit the words below Murder, suspect, evidence, arrest, guilty, innocent, prison/jail, -Practice how to pronounce these words, drill and write them on the board.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students do ex.1 and 2 on page 46 and check in pairs -Give students instructions for the exercises. Both exercises is about the vocabulary they have learned in the previous stage. -WC feedback

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

-Ask students to think of any famous crime novels, television shows or films. Provide some programme or book names ( eg. Dexter, The Godfather, Pulp Fiction) and give them a couple of minutes to talk to their partners. Write questions on the board for the next activity while they're discussing about the picture. -Introduce the listening text by handing a picture of a scene from the movie 'Strangers on a Train'. Find out anyone watched the movie. -Students try and reply the questions which are already on the board in groups. -WC discussion about the movie. -Introduce the characters of the listening task: Guy and Bruno -Pre-teach vocabulary= fellow, better off, get rid of, swap

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Set task for getting the gist of the record -Give sts the instruction for the gist: What do you think Bruno means when he says 'criss cross' in the last line? -Play the record and ask sts if they understood what 'criss cross' meant. If not, play the last line again.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Set task for detailed listening -Give sts HOs of questions about the conversation which is created by me. -Each student has got one minute to read the questions. -Play the record for the class for the second time. -They discuss their answers within their groups -Check the answers with the WC. - If it's necessary and if there is enough time, play the record for the last time to clear the misheard parts.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Ask students round the class about what they would chose to do if they were Guy. -If there is any time left, ask students to discuss about how to kill a person if they had to.

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