Laura Crate Laura Crate

Teaching practice 2 Main aim: Listening
Intermediate level


In this lesson Students will be learning about the subject of Dinner dates through speaking and listening exercises. The lesson will begin with students being shown two images and asked to guess the subject of the lesson. This will then lead on to paired discussions of the last dinner dates that the students had, with descriptions of the meal itself. This will nicely prepare the students for the relevant image they will be presented with for the listening exercise. First they will discuss the picture in groups, deciding what is happening in it and what the subjects may be discussing, before listening to the exercise for the first time and deciding which of the three statements I provide is most relevant to it. They will then re-listen to the text while circling five errors in the images. I will present the image on the board and have students first check in pairs if they have missed any errors, before asking them to circle them on the whiteboard. The conversations will then be played again for a true of false exercise. In groups they will check and discuss their answers, while I stick the answer key around the walls of the room. If there is time students will be split into groups and imagine they are inviting friends over to dinner, discussing what they will cook and other preparations they will make.


No materials added to this plan yet.

Main Aims

  • To provide specific information listening practice using a conversation in the context of dinner dates

Subsidiary Aims

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


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

At the beginning of the lesson I will display two images of dinner dates on the board and have students discuss what is happening in these pictures and guess the topic of the lesson. After reaching the conclusion of Dinner dates through class feedback, Ss will be given a series of questions to answer and discuss in pairs, ending in the description of the meal.

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

Ss will be given the image for the listening exercise and asked to discuss in groups what is happening in the image and what the people may be saying to one another. This be be followed by some class feedback.

While-Reading/Listening #1 (12-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss will first be asked to listen to the three conversations and choose one of the three statements that I have provided on the board as the most relevant to the exercise. After class feedback Ss will be asked to listen again but this time they are to circle 5 errors in the images. They will then check one another's answers in groups before coming to circle them on the whiteboard. It is possible students may need to listen once more before realising all 5 errors, as a class we will then discuss the remaining ones and circle them.

While-Reading/Listening #2 (8-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss will be given a true or false exercise and be asked to listen once more. Afterwards students will discuss their answers in pairs while I stick the answer key around the room. Ss will then get up and check their answers against the key.

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

Ss will be asked to discuss in pairs. They are inviting a new friend to dinner in their home, what will they cook? What other preparations will they make? This will end in some class feedback, with students explaining what their partner would do.

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