Kathryn Thornton Kathryn Thornton

TP 4 - Listening / vocabulary (-ever words)
B2 level


In this lesson, students will participate in a listening exercise about art curation. Then they will be presented with new vocabulary in the form of -ever words.


Abc HO1- gist reading and scan reading
Abc HO2
Abc HO3 - fill in the quotes

Main Aims

  • Listening

Subsidiary Aims

  • vocabulary


Warm up (2-3 minutes) • To get students into the English speaking mood

Ask the students how they are. Ask them if they have any weekend plans

Lead-in (5-6 minutes) • To introduce students to the idea of curation through images of home decoration styles

I will show selection of images that show different kinds of design styles in the home. I will ask students to tell me about these images. I will elicit "painting" or "picture" and "decoration." Make sure to include a picture of a sculpture, as this is a potentially blocking vocabulary for the listening exercise, if the students do not know it. Next, I will ask the students to talk in pairs about some pre-listening questions, which I will project on the board.

Pre-teach vocabulary (2-3 minutes) • To present potential blocking vocabulary for the listening

While students are speaking in pairs, write "curator" on the whiteboard. Check that students know the meaning of "curator" (A curator is a person who is in charge of the paintings and other exhibits in an art gallery, or the objects in a museum. The curator makes decisions about things such as buying, selling, and restoring the art works).

Listening for specific information (5-7 minutes) • To practice listening for specific information in the context of curation

Hold up HO1, which is folded in half. Tell the students we will be listening to an audio recording about an art curator working at a hospital. This is a worksheet that I will give you. While you are listening, you will fill in the blanks. (the listening is approximately 3.5 minutes)

Listening for gist (5-10 minutes) • To have students practice listening for general understanding of the audio recording

Instruct students to turn to the bottom half of their worksheet, which will have three questions about the audio recording. Instruct students to listen to the recording again and answer these questions. After they answer these questions, do feedback for the whole listening (both exercises)

Highlighting the target vocabulary (3-5 minutes) • To introduce students to -ever words in the context of the listening exercise

Project the sentences from the audio that include -ever words. Ask the students if they remember these sentences. Instruct the students to work in pairs to discuss the meaning of these sentences. While they are talking, underline "whatever, wherever, etc..."

Vocabulary presentation/clarification (3-5 minutes) • To clarify the use of -ever words

Hold up HO2, which is a match the responses to the questions exercise. Tell the students that they are going to work alone to fill this out. Once they have filled it out ask if they want to check their answers. Tell them we will check their answers with another listening exercise. Play the next short listening dialogue. Ask if anyone got anything wrong.

Language clarification (2-3 minutes) • To explicitly clarify the use of -ever words

Project all the -ever words on the whiteboard. Ask students to tell you what each word means (quickly!). If they don't know this, then project the answers quickly (have a slide ready with the answers ready if they do not know quickly, so that we can get on to the production exercise).

Drilling pronunciation (2-3 minutes) • To practice pronunciation of -ever words

Keep the dialogue from the short listening on the board. Practice drilling select sentences.

Speaking task (8-10 minutes) • To practice speaking with -ever words

Instruct students that we are going to do one final exercise. Hold up HO3 which has famous quotes from famous people as a fill-in-the blanks exercise. Instruct the students to fill in the blanks, either alone or with a partner. Project the answers on the board. Ask the students to check their own answers. Ask if there are any problems. Then, instruct the students to find a partner, and discuss which quote they liked best.

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