Carolina Anaya Carolina Anaya

Listening W3D3 - Listening for specific information through plans, predictions, and possession

Materials

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Main Aims

  • By the end of the 60-minute lesson, students will be able to identify specific information in three short listening texts, recognize possessives and pronoun reference, and distinguish going to for plans from will for predictions through guided listening, movement-based classification, and short oral production.

Subsidiary Aims

  • Students will improve confidence in listening without trying to understand every word and will practice extracting key details such as who, whose, what plan, and what prediction.

Procedure

Warm-up - What do we listen for? (3-5 minutes) • To introduce the listening strategy and focus students on identifying specific information instead of trying to understand every word.

The teacher writes on the board: "Who? What? Whose? What plan? What prediction?" Students briefly discuss in pairs what kind of information they should listen for today. The teacher introduces the listening strategy explicitly: "listening for specific information", and tells students they do not need to understand every word, only key details.

Listening 1 - House tour for gist and possession (3-5 minutes) • To activate students' listening confidence with an accessible text and prepare them to notice possessives and pronoun reference.

Students listen to Audio 1 (Evolve 1 U3). First listening: they answer one gist question: "Is it a house or an apartment?" Second listening: students identify key rooms and family references. The teacher pauses only if necessary.

Movement activity - Touch the card (4-6 minutes) • To reinforce specific information through physical response and help students connect what they hear with rooms, objects, and family references.

Before replaying parts of Audio 1, the teacher places room cards around the classroom: "living room", "dining area", "kitchen", "bathroom", "parents' bedroom", "my bedroom", "Sergei's room". Students work in pairs. When they hear the room or reference, one student walks quickly to touch the correct card. After that, the teacher asks: "Whose picture is on the wall? Who is Milka? Whose dog is T-Rex?"

Mini language focus - Pronouns and possessives (2-4 minutes) • To help students notice how possession and reference are expressed in context without turning the lesson into an explicit grammar class.

The teacher elicits examples from the audio and writes them on the board: "my family's new home", "my mom's picture", "my parents' bedroom", "Sergei's room", "she", "he", "our cat". Students identify which words show possession and which pronouns refer to people or animals in the audio.

Listening 2 - Amelia: plans vs predictions (8-10 minutes) • To help students distinguish between future plans and predictions through listening.

Students listen to Audio 2 (Evolve 2 U10.2). First listening: answer gist questions: "Where is Amelia going? Why is her dad worried?" Second listening: students complete a two-column chart: "Amelia's plans" / "Dad's predictions or concerns". The teacher checks answers with the class.

Movement activity - Plan or Prediction? (6-8 minutes) • To check understanding of the meaning of "going to" and "will" through a kinesthetic classification task.

The teacher places two signs on opposite sides of the room: "PLAN / GOING TO" and "PREDICTION / WILL". The teacher reads or projects sentences from Audio 2 one at a time, for example: "I'm going to work." / "I'll be fine." / "You'll probably be tired." / "Will you be OK?" Students move to the correct side. After each one, the teacher asks one student to justify the choice.

Listening 3 - Black Friday: listening for specific information (8-10 minutes) • To give students practice extracting concrete details from multiple speakers in a more demanding listening task.

Students listen to Audio 3 (Evolve 2 U6.1). First listening: answer global questions: "Who likes Black Friday? Who doesn't?" Second listening: complete a chart with four names: "Katie", "Seb", "Marcia", "Adam" and the categories "opinion / plan or future idea / extra detail". Students compare answers in pairs before whole-class feedback.

Post-listening - Speak it out (4-6 minutes) • To transfer the listening input into short personalized speaking practice using the target language.

In pairs, students ask and answer: "What are you going to do this weekend? What do you think will happen next week?" Each student must also include one possessive phrase, for example: "my brother's plans", "our teacher", "my friend's dog".

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