sajad sajad

A1 level


In this lesson, students will practice their listening skills. They will be presented with a picture, students will be introduced to the topic of resturant by showing them a short video and a picture of a person who works as a waiter(Colin). Then, students will listen to 4 conversations about Colin , then they will be given different tasks in order to practice listening skills such as gist listening and listening for specific information. The dialogue may be played more than once if required.


Abc HO 1.docx
Abc HO 2.docx
Abc HO 3.docx
Abc HO 4.docx
Abc ppp
Abc Answer key

Main Aims

  • To provide gist and specific information listening practice in the context of someone's personal life

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of someone's personal life


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

I'll show them some pictures of Colin and ask - Can you remember him? who's he? I'll give them HO1 with 4 questions: - What's his job? - Is he a student? - Is he living with his family? - Where does he work? They'll discuss and then check their answers in pairs I'll do WCFB

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

I'll start pre-teaching three words -I'll show pic1 and start eliciting - this food is..........[delisious] I'll ask CCQs - When a food is delicious is it good(tasty) or bad?[good] - Then they will see the word in a sentence: - This pizza is delicious I strat drilling Then I'll show pic2 and elicit the word 'terrible' - When sth is terrible is it perfect or not? [not] Next I'll show pic3 and elicit 'order' - What's he doing? [ he is ordering food] - I'll ask CCQs: - When you order sth are you going to receive sth or not?[yes] - Then they'll see the word in a sentence - He is ordering kofte and cola. I start drilling

While-Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information listening tasks

Ss are going to listen to the audio file about Colin - I'll show them HO2 and : -instruction: " complete the table and say where is Coli and Who is Colin talking to" one by one ICQs: - Are you going to tick (check) or write on the table?[write] - Are you going to do it together or one by one?[one by one] I'll give them HO2 They'll check their answers in pair They'll check their answers on the board(FB)

While Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

I'll show them HO3 instruction: " listen to the audio file and circle the correct answer" ICQs: - Are you going to write sth or circle?[circle] - Are you going to choose one answer or more?[one] - Are you going to do it individually or with your partner?[individually] I'll give them HO3 They'll check their answers in pairs I'll give them the answer key(Feed back)

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

I'll show a picture of Colin and his life and elicit some ideas Where is he come from?[Dundee] Does he live in a house or a flat?[a flat] .............. .............. I'll mingle them Instruction: "Ask each other these question" I model it in order to make it clearer I'll give them HO4 At the end and before the delayed error correction, I'll ask them randomly their friends ideas -I'll do the error correction

If time (3-5 minutes) • to provide different practices when I have enough time

I'll put them in groups and give them menu they are going to act as a waiter and customer of a restaurant like Colin - they practice the conversation with their groups

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