sibel sibel

Receptive Skills - Listening
Beginner level


In this lesson, students develop their listening skills, notably gist and detail listening, in the context of holidays. They also get to practise vocabulary related to the context.


Abc pictures
Abc vocab-picture matching handout
Abc listening track for pre teach vocab stage
Abc pictures
Abc listening track for gist and detail listening tasks
Abc gist and detail listening handout
Abc pictures for speaking task
Abc listening for inference handout

Main Aims

  • Listening (gist +detail) in the context of holidays

Subsidiary Aims

  • To practise vocabulary related to holiday places and activities


Warmer/Lead-in (pre-listening task 1) (5-7 minutes) • To set context of the lesson, activate students' existing knowledge of the topic and engage them.

-T puts pictures on WB organised in two columns. -T sets context: talks about her holiday using the simple past (positive and negative forms), points at various pictures to engage students, uses "to go", adverbs (sometimes, usually, never). -T asks students to work in pairs: tell each other what you do on holiday (use the pictures + adverbs) -T monitors, takes note of how students use "to go" -T clarifies the form (to go + noun, to go +ING..)

Pre-teach vocabulary (pre-listening task 2) (3-5 minutes) • To pre-teach/ unblock key lexis needed to help students understand the listening.

-T gives instructions for vocab matching task: shows handout, asks students to match the pictures (same as on WB) to the expressions, gives an example (swimming? G.) Work alone. -Checks instructions: alone or with partner? alone. -T asks students to check with partner. -T gives instruction for answer checking: listen and check your answers. -T clarifies pron and some vocab item if necessary (sightseeing, art galleries, museums).

Listening for gist (while listening task 1) (10-12 minutes) • To encourage students to listen for gist/ general understanding

T sets context of listening task: puts pictures on WB. Encourages students to talk about the pictures (what can they do in these places?) T gives instruction for the listening task: shows handout, tells students to listen and decide which place the person talks about, makes a demo (writes 1,2,3,4 on WB, "it is a big city and it is very hot" 1.Dubai..) Checks instructions: will you write a lot of words? No. Just the correct place. T gives the handout, plays the track. Asks students to check with peers. WC correction (T writes the number next to correct picture on WB).

Listening for detail (while listening task 2) (14-16 minutes) • To practice listening for detailed comprehension

T gives instruction for listening task: tells students to turn the page, to listen again, carefully, and write what the people did. Which places they went and what activities they did. Gives an example. If you don't have time to write everything, do not worry, I will pause. Checks instructions: you will listen and talk or write? write. You work alone or with partner? Alone. T plays the track. T plays the track again if necessary. Asks students to check with partner. WC correction (T asks some students to give answers).

Listening for inference (while listening task 3) (5-10 minutes) • For learners to understand the text in more depth. To provide a more challenging listening task.

-T might make students do only half of the task if time limited -T gives instruction; shows handout, listen carefully, answer the questions and say why. -Gives an example. -Checks instructions: do you write just yes or no? No. Say why. -Gives handout, plays the track. -T monitors, notes how difficult the students find the task. -T asks them to check with partner. -T writes answers on WB

Speaking task (post-listening) (8-10 minutes) • To develop oral fluency on the topic, to provide an opportunity to personalise the topic

T gives instructions for the speaking task: uses a student for the demo.shows pictures. I choose a pictures in my head and talk about it, you have to guess the place. T monitors, listens, takes note of interesting comments. WC feedback T asks one or two students about their partner.

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