Fatima Fatima

Women in politics
Upper Intermediate level


In this lesson, students prectice their listening sub-skills ( gist and detailed) in the context of women in politics.They are also presented with a new set of vocabulary related to the context where meaning,form and pronunciation are clarified. Students first learn the new set of vocabulary through a match meanings with words activity in addition to five blocking vocabulary, chosen from the following listening text, which will be learned through match words with pictures activity. Then, students complete a gist listening task followed by a detailed listening one.Finally, students practice their oral fluency in relation to the topic of the text they listened to.


Abc Match the word with the meaning handouts
Abc Match the opinion with the speaker handouts

Main Aims

  • To provide gist and detailed listening practice using a text about the quota system impact on women in politics

Subsidiary Aims

  • To provide clarification of political words in the context of women in politics


Pre-listening tasks/ Lead in (2-4 minutes) • To activate Ss' existing knowledge of the topic of women in politic and generate interest

Students are presented with several pictures on the WB for famous women figures in politics then they are asked to talk with their partner about who are they and what do they share.TTeacher monitors the task by moving around and getting to know their prior knowledge about the context.Two minutes later,teacher receives whole class feedback as to who is this woman and finally what do they share which will lead to eliciting the topic from the students "women in politics."

Pre-listening tasks/pre teach vocabulary (15-20 minutes) • To pre-teach key vocabulary as a sub-aim of the lesson and pre teach the blocking key vocabulary needed to understand the text

Students are given handouts of a text including seven key words in bold and they are asked to read the text and match the words with their meanings on another handout. Then, they are asked to exchange their paper with their partners for checking and finally a whole class feedback is conducted to check the answers. While doing the WCFB, teacher elicits the form of each word by asking the students about its part of speech and then she elicits the word stress by asking students “how many parts is the word? “and “which part do we pronounce the strongest? “Teacher models and drills the pronunciation. Teacher starts teaching five blocking vocabulary from the text by carrying out a match the picture with the word activity which they will do in groups. Teacher elicits form and pronunciation inn the same previous way while doing the WCFB.

While listening tasks/ gist listening (5-10 minutes) • To encourage Ss to get a general understanding of the text

Students are presented with a group of pictures and asked to work with their partners to guess and write some ideas that they will hear inn the listening text depending on the relationships between the pictures. Then, students gist listen to the audio to check their ideas. A WCFB is conducted by nominating some students to share their ideas and what they found.

While listening/ listening for detail (5-10 minutes) • To practice listening for detailed comprehension and understand the text in depth

Students are given match the opinions with the speaker from the listening text and they are asked to listen one more time to the audio to match indivisually.Students then exchange papers for cheking.A WCFB takes place to make sure of the correct answers.

Post-listening/ speaking task (5-8 minutes) • To develop oral fluency on the topic

Teacher assigns a speaking task to practice oral fluency of the topic by asking students to discuss in pairs which of the two speakers do they support or sympathize with and why. Teacher monitors from a distance and records any errors and then during the feedback, errors are corrected by eliciting and teacher nominates different students to hear their opinions.

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