Tohid Asef Tohid Asef

Local Hero
Upper-intermediate level


In this lesson, students improve their listening and speaking skills through various activities in the context of superheroes. The listening activities will help students expand their vocabulary and develop their abilities to listen for the gist and specific information. The speaking activities will help students enhance their speaking fluency.


Abc White board
Abc pictures
Abc Markers
Abc computer/laptop
Abc cut-ups

Main Aims

  • To provide gist and specific information listening practice using a text about a local hero.

Subsidiary Aims

  • To provide fluency speaking practice in discussions.
  • To provide clarification for new words.


Lead-in (3-5 minutes) • To set lesson context, generate interest and engage students in the topic.

I place pictures of fictional superheroes on the w/b. I ask students the following questions. Do you like superheroes in films or comic books? why? Do you think they exist in real life? If you were a superhero, what would be your priorities in your hometown? I refer to the picture of batman to elicit the expression "caped crusader" which was originally applies to Batman.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

I provide a similar context to pre-teach the following words. inconvenience, patrol, sighting, rescue, reveal and identity. I give students a hand-out with a photo and newspaper headlines on it followed by two questions. I get students to look at the photos and newspaper headlines and answer the questions in pairs. I don't check answers at this stage since this will be done in the next exercise. I play the recording and get students to listen to the news item and check their answers to ex1. Students check the answers with their partners.

While Listening (10-12 minutes) • To provide students with gist and specific information listening tasks

I give students new hand-outs containing eight statements. They listen to the news item on the recording for the second time and tick the information that is mentioned. I get students to peer-check and then check the answers on the blue paper on the wall. Then, I ask students the following questions to link the first recording to the second one. 1- Why does the man hide his identity? 2- What do you think he does when he is not dressed as a superhero?

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I get students to discuss the questions in exercise 4 in pair. I don't discuss or confirm their answers at this stage since this will be done in the next exercise. I tell students that they are going to listen to an update on the news story about Monkey Man. I get students to listen and check their answers in ex4. Students peer-check their answers. I give student hand-outs containing 5 sentences. I give students time to read the sentences and see whether they remember any words or phrases from the recording that is similar to the words or phrases in Italics. Then, I explain that they should listen to the recording again and replace the words in Italics with the words they hear. I get the students to peer-check and then check the answers on the yellow paper on the wall.

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

I put students in pair and get them tell untrue stories that they have read in newspaper or magazines. When they are finished, I ask them to tell their stories to the class.

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