Feray Feray

A2 level


In this lesson, students will practice listening for gist, specific information and detail through a listening text about people's appearence. Students will also practice speaking for fluency about people's apperance and what sort of looks they prefer.


Main Aims

  • To provide gist, specific information and detailed listening practice using a text about ideas of beauty in the context of appearance

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of appearance


Lead in/ Warmer (2-4 minutes) • To activate students' existing knowledge of the topic and generate interest in the topic of the lesson

- T show the pictures of the film starts on the board. - T asks students if they know any of the stars here. - T gets students talk about how they look in pairs. (Ss should be able to use the vocabulary they've learned in Rob's lesson.) - T gets some feedback from students. (How do they look? Are they good-looking?)

Pre-Teach Vocabulary (4-7 minutes) • To pre-teach some vocabulary that students might have problem with while listening

-T shows the HO1 to students and tells them there are some words here that they will hear in the listening. - T asks students to work in pairs and match the words with their meanings. - T also says they have three mins. to finish it and asks ccqs (How much time do you have? What are you doing?) - T gives HOs to students and tell them not to unfold them. - Once students finish, T tells students to unfold their papers and check their answers with the AK. - T asks if everyone is good with the answers and asks CCQs and quickly models and drills the pronunciation.

Listening for gist (7-10 minutes) • To encourage students to listen for gist to get an overview of the listening

PART 1: - T tells students that they are going to listen to the first part of a radio programme. - T instructs students to listen and try to guess if it's about Film Stars, Ideas of Fashion or Ideas of Beauty.(Ideas of Beauty) - T plays the recording(35 secs) a second time if students can't get the answer at first time. - T elicits the answer from the students and asks if everyone agrees. PART 2: - T tells students that they are going to listen to the rest of the radio programme(3 mins). - T gives students the pictures of the film stars on a HO. - T instructs students to listen to the recording and put the pictures of the stars in order as they hear their names.(can use a demo here). - Ss should be able to put the pictures in order at first go. - Ss check their answers in pairs first. - T asks them the order and writes on the board and also asks whose name they didn't hear. - T asks students if the listening was easy or difficult. - Students are ready for the next listening task.

Listening for Detail (13-15 minutes) • To practice listening for detail for learners to understand the listening text

- T chests HO3 and tells them that they are going to listen to the recording and decide if the sentences are true/false. - T instructs students to read the sentences before they start listening. - T explains that there are 3 women and 2 men in the listening and shows questions and says this is for woman 1, this is for woman 2, etc. - T asks some icqs before they start listening. (Are we listening for general idea or for these sentences? What are you writing here? How many women are you going to hear? etc.) - T asks students to compare their answers and plays the recording again. - Students check their answers in pairs and T writes the answers on the board. - T plays the recording one last time, to get students to find the correct answers for the false statements. - WCFB after they finish.

Speaking Task (7-9 minutes) • To provide an opportunity to personalise the topic and develop oral fluency on the topic

- T asks students to think about their favourite film star (They're not going to tell their partners!) and take some notes about their appearance/ how they look. - After they finish, T re-pairs them and they read their descriptions to their partners and they try to guess who he/she is. - Students take turns to read their descriptions and guess. - At the end, T asks if they have been able to guess their partners' favourite film stars. - Error correction FB at the end.

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