Kathryn Thornton Kathryn Thornton

Tp5 - Listening and travel to towns and cities
Elementary level


In this lesson, students will practice their listening with an exercise about travel to different towns, cities, and villages. They will also learn from vocabulary through this listening exercise. Finally, students will practice productive skills by speaking about where they would like to visit based on the places mentioned in the listening.


Abc HO1 - reading for gist
Abc HO2 - detailed comprehension
Abc HO4 - sentence stress wksht
Abc HO3 - vocab find

Main Aims

  • To practice listening in the context of travel and cities/towns/villages

Subsidiary Aims

  • To learn vocabulary relevant to speaking about staying in villages, towns, and cities


Warmer (3-5 minutes) • To get students in the mood for English and warm up their English brains

Say hello, ask students how they are. Ask them if they remember your name. Write name on the board. Tell a story about your recent trip to Mordogan: So I want to tell you guys a story. Last week, I took a holiday. I went to the beach :) I went to a small town near Izmir. The small town's name is Mordogan. Mordogan is very small -- there is only one main road, just 3 or 4 restaurants, and only 1 bar. I stayed in a bed and breakfast. The breakfast that the owner of the bed and breakfast gave me a very delicious breakfast of tomatoes, eggs, and borek :) There are very few (show with fingers) people, so the beach was very nice :) My trip was very relaxing, and fun. I really liked my trip to Mordogan :)

Lead in (5-7 minutes) • To introduce students to the context of the lesson

Use the projector to project the slideshow on the whiteboard. There will be pictures of a city, a small town, and a village. Ask the students what these images are. Elicit "city," "village," and "small town." How to elicit: Ask: What are these? (PLACES) (PLACES PEOPLE LIVE) Point to Istanbul. what is this? Is it big, or small? (CITY) Point to small town. What is this? Is it big or small? (small-ish). Is it like Mordogan? YES. (SMALL TOWN) Point to village: What is this? Is it very small? (VILLAGE) Great! So guess what? Tomorrow is a holiday. yeah :) So, if tomorrow is a holiday, and you can travel to a place, what kind of place will you go to? Would you go to a village? A small town? Or a city? Talk in partners, just quickly.

Pre-listening task • To introduce students to the listening context and practice sentence stress

Hold up HO4 (out of order yes, but only because I added this stage last!). Tell students they are going to listen to some sentences. These sentences are on the worksheet too. While listening, I want you to underline the words that are stressed. ICQ: What are we listening to? THESE SENTENCES What are you marking? THE STRESS Let's do the first one together: (SHOW PROJECTION OF SENTENCES) Listen Ask the students to check with a partner. While checking, write the answers yourself. Ask the students to look at the question at the bottom of the sheet. Discuss the answer with their partner. Answer - - elicit from class - - YES

Listening for gist (3-5 minutes) • To practice listening for gist in the context of places/travel

Tell the students we are going to listen to 3 conversations. (the listening is 1:30 approximately) Hold up HO1. Tell the students they are going to listen the first time and answer the first set of questions, which is to match the picture of the place to the conversation where it is talked about. ICQ: How many conversations are there? And what are we matching with the photos? After they listen, instruct them to check with a partner. Project the three photos on the whiteboard. Get WCFB (since there are only three answers).

Listening for detailed comprehension (5-7 minutes) • To practice subskill of listening for detail in the context of places/travel

Hold up HO2. Tell the learners we are going to listen to the conversation again, and this time they are going to answer these questions. We are going to match the information from the worksheet with the conversation. ICQ: What are we matching the conversations with? (The statements) Give them time to read the worksheet. After they finish, instruct them to check their answers with a partner. Project the answers on the board. Tell them to check their answers. Ask if there was any problem.

Listening for lexical inference (7-10 minutes) • To introduce and practice vocab in the context of the listening exercise

Hold up HO2. Tell the students that on this handout, there are a number of definitions. Tell them to read the definitions and see if they can guess what words they belong to. After the students read the handout, tell them that we are going to listen to the recording one more time, and this time, I want them to find words from the listening that match these definitions. ICQ: What are we listening for? (The words that match these definitions) What are we writing? (the words that match) Play the recording. After it finishes, tell the students to check their answers with their partners. For feedback, project the definitions on the board. Ask the students who finish early to write the answers on the board. Check with WCFB for the answers.

Clarifying vocab • To clarify the meaning, form, and pronunciation of the vocabulary from the listening

Ask the students if there were any other words in the recording that they did not know. "From the recording..... was there a word..... you did not know? that you want to know? Anything?" OK Look at each word and check the meaning. Ask the students: What do all these words have in common? (THEYRE NOUNS) Point to first word. Ask CCQs: CCQs: Road: Is it inside? NO Is it outside? YES Is it for cars? YES PARK Is it for people? YES Is it for cars? NO Is it a fun place? YES Is it a serious place? For work? NO BED AND BREAKFAST Is it like a hotel? YES Is it an apartment? NO Is it for visitors? YES Do people stay a long time, or a short time? SHORT TIME VILLAGE Is it big? NO Is it crowded with people? NO Is there a big shopping mall? NO Is it smaller than a town? YES BEACH Do people go swimming? YES Is it for relaxing, or for work? RELAXING DRILLING Go through each word and point out the stress. Draw the stress on the words too.

Post-listening (7-10 minutes) • To practice speaking about the listening

Tell the students that they did a good job with the listening. Count the students into APPLE, BANANA, etc.... Tell them that each apple needs to find another apple and that each banana needs to find another banana. Sit by your partner. Then tell them that with their partner, they will discuss what place they want to visit. Is it Aukland, Keswick, or Eyeries? Why? Also project this question on the board. If the projector isn't working, then write it. While monitoring, check for any repeated grammar errors. If anything is noticeable, write it on the board and do some delayed error correction. Give the students 5 minutes to talk. After they have talked, ask the people who voted for Aukland to raise their hands. Ask the people who said Keswick to say their hands. Then ask the people who said Eyeries to raise their hands. Then see which one is the most popular. DONE

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