Larry Klein Larry Klein

Upper Intermediate level


In this lesson, the students practice listening skills (gist and detailed) in the context of risk taking, The students then practice speaking fluency by discussing the listening activity and then through an 'interview' type task to determine who is the biggest risk taker.


Abc HO2
Abc HO1
Abc HO4
Abc HO3
Abc HO5

Main Aims

  • To provide gist, specific information and detailed listening practice in the context of risk taking.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of risk taking.


Lead-in (3-4 minutes) • To set lesson context and engage students

Mark Zuckerberg's quote LIHO about risk is displayed. Ask 'Do they know who Mark Zuckerberg is?' followed by 'Do you agree with this quote?' Ss then discuss with a partner if risks are a) good/smart or b) bad/stupid or c) both. T takes a survey by show of hands for each choice.

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

Show precipice LIHO2 to Ss. Explain task and give out HO1. In pairs, Ss imagine a dream where they were standing on the edge of a precipice. They discuss what the dream would mean to them by answering two questions. pg 38 ex 1 a Problem: Some Ss may not know interpret. Answer will be elicited from Ss. If not known, I will write Interpret = explain the meaning source (

Listening #1 (5-5 minutes) • To provide students with a less challenging gist information listening task

SS listen to six people answer the question 'Are you a risk taker?'. Ss listen for how many of the speakers consider themselves risk takers. Answers are elicited (from 1 to 6) by show of hands. (Answer is 3) pg 38 ex 1 b

Listening #2 (5-7 minutes) • To provide students with practice listening for specific information

Ss listen again to the audio this time listening for more specific information. As FB, Ss will peer check their answers in pairs. The answers are written on the WB. pg 38 ex 1 c (Answers 2 1 3 6 4 5)

Listening #3 (6-8 minutes) • To provide students with practice listening for detailed information

Ss listen again to the audio. They listen for more detailed information. Students can write notes. Ss discuss their answers in pairs. pg 38 ex 1 d Problem: Ss may not know 'identify with'. identify with someone = feel that you can understand and share someone else’s feelings

Post-Listening Speaking (15-18 minutes) • To provide with an opportunity to respond to the listening text and expand on what they've learned

Ss split into Red and Blue groups HO4 (red) & HO5 (blue) are handed out. Ss asked not to look at HOs yet.. HO3 is given to Ss along with modification instructions (eg. instead of red and blue circles, corresponding questions have been printed on red and blue paper. Ss conduct interviews with each other on their risk taking behaviors. They discuss the results with each other and agree on who is the biggest risk taker of the pair. The results are shared with the class for each pair. pg 38 ex 1 e-f Time allowing, Ss will share something specific that they learned about their partner as a result of the survey.

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