Eleni Papadopoulou Eleni Papadopoulou

teaching practice 7b
Intermediate (B1) level


In this lesson, Ss will practice on their listening skills. The video at the beginning of the lesson and the short discussion among the students about jokes will set the context of the lesson. During the pre-listening stage students will be exposed to words close to the meaning of funny. Through the while-listening stage Ss will try and elicit information from the recording text and then try to retell the joke that is being told there. A writing task will follow up where Ss will have to create a funny story based on a picture.


Abc words close to the meaning of funny
Abc Answer Key to the Hand Out 1
Abc Pictures for the productive task
Abc Video
Abc 5 pictures of the "three wishes" joke
Abc Hand Out 1
Abc picture (boat/land)

Main Aims

  • To provide gist, specific and detailed information in the context of jokes and funny stories

Subsidiary Aims

  • To provide product writing practice of a short story in the context of jokes and funny stories
  • To provide clarification of synonyms of the word "funny" in the context of jokes and funny stories


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

Tell Ss that they are going to see a short video. They will have to talk with their partner and answer these questions: 1) How does this video make you feel? 2) Give one or two words to describe the video? Help the Ss if needed: Is it boring or pleasant? Listen to some of the Ss' ideas. Elicit the word "funny" [If video doesn't word, I will show them a picture on the WB.]

Pre-Listening (5-8 minutes) • To prepare students for the text and make it accessible

Start eliciting to the words that need to be pre-taught. Having elicited the word funny from the Ss in the previous stage, stick the word on the WB. Then put the rest of the words on the WB in random order. Ask Ss to come to WB and stick around the word "funny" those words that they think they mean funny. Then, use a cline to show the difference among those words. But first ask Ss to give the right order of the words in the cline. Use CCQs if the Ss need more clarification: witty: it is funny but is it also clever or silly?- Clever humorous: it is funny but is it used to describe a story or a person? - A story Extra clarification if needed: Give some examples: I am listening to an amusing programme on the radio. His comments after the speech were witty and ironic. Do some quick drilling for the pronunciation with the WC.

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

Give Ss a set of 6 pictures. Instructions: "With your partner put the pictures in order. You have 2 minutes for that." Ask Ss to stand up and check how the other Ss arranged the pictures. Ss return to their seats. Instructions: "Now you are going to listen to the recording that tells the story of these pictures. You will listen and check the order of your pictures." While they listen I will put the pictures on the WB in random order and I will nominate Ss to come to WB and put the pictures in order. After they get the right answers, these questions will follow: "What did you think of the story? Which word best describes this story?" As for the next listening task, Ss will be given a hand out with same pictures in the correct order with speech bubbles above them and with words missing in them. Instructions: "You will listen to the recording again. This time you will have to listen carefully and fill in the gaps with the words you hear from the recording. You will work alone. But first, take a minute and read the sentences." ICQs: Are you working alone or with your partner? Alone Will you listen and write? -Yes Pair checking and then an Answer Key is given to them.

While-Listening #2 (8-12 minutes) • To provide students with more challenging detailed listening tasks

First, I ask the Ss to put away the Hand Out from the previous activity. Now Ss, in groups of 3, listen to the recording again twice and try to retell the story. If time permits I will have them provide a different ending to the story. Instructions: 'You listen again to the recording and then in your group try and tell the story again with your own words. You can write down some notes if you want. You will have 5 minutes after the listening to talk with your partners." ICQs: "Are you working alone or with your partners?"-With our partners Are you going to tell the story using your own words? -Yes How much time you have after the listening to talk with you partners and decide on the story? - 5 minutes WCFB follows up. Collect ideas from each group.

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

Ss in groups of 3 again (possibly do some regrouping). Each group gets a picture. They work together with their group for 10 minutes and try to create their own funny story based on the picture they have. They will have to write around 10 sentences (but this may vary according to timing). When they finish writing, they stick their stories on the WB. Ss walk around and read the stories and then they decide which story is funny, amusing, hilarious, witty etc. ICQs: "Are you alone or with your group?-With our group." "How many sentences are you going to write?-Ten." 'How much time do you have?-10 minutes" "Is your stories going to be funny or sad? - Funny" Task feedback and delayed error correction will follow up.

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