Namat Abou Saed Namat Abou Saed

Teaching Practice 4b
Beginner level level


In this lesson, students will practice their listening skills. The context of the listening will be set by connecting it to the previous lesson which dealt with a man named Elliot. In this lesson his sister Lois is present. Listening for gist and for specific information will be conducted by engaging students with a phone conversation between the siblings (Elliot and Lois). This lesson will be followed up by post-listening (speaking) tasks.


Abc Listening for detail
Abc Talk about you
Abc Lois and Elliot
Abc Invitation cards
Abc White Board
Abc PowerPoint

Main Aims

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

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in asking questions and having a phone conversation in the context of daily routine.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T will remind Ss of Elliot from the previous lesson. T asks S if they particularly remember his surname. If they don't, guide them to look at any hand out they have on their tables from the previous lesson provided T knows the surname has appeared in a previous hand out. T shows Elliot Maddox's followed by a picture of Lois Maddox. T points out that Elliot and Lois have the same surnames which mean they are.........? (siblings) T now asks Ss How is Lois life different from Elliot's life? T asks S to share ideas with their pair. WCFB

Listening for gist (5-7 minutes) • To prepare students with less challenging gist and to understand the overall theme

T will tell Ss that Elliot will call Lois. T will ask Ss to listen to the telephone conversation T will ask Ss "Does Elliot have a good relationship with Lois?" How did you know? T writes the question on the WB if needed. CCQ for "Does Elliot have a good relationship with Lois": Does Elliot love his sister? Do they always see each other? T will ask Ss to check in pairs.

Listening for detail (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T will chest HO on detailed listening. T will tell Ss to listen to the phone conversation again but more carefully this time. T will tell the Ss to complete the phone conversation. T will give Ss HO on detailed listening T can decide to repeat the listening if most students have difficulty. T will ask Ss to check with pair Feedback given by listening to the audio again ICQs: "Are you going to circle or complete the conversation?" Complete "Are you going to listen alone or with a partner? Alone

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

T demonstrates the activity by writing the names of two people (one male, one female) from your family on the board. T might as well show a picture of either people. Preferable her brother to remind them of context. T gets Ss to ask me questions about them, using the language in the speech bubbles and the clues on the HO. T then puts Ss in groups of 3 or 4 depending on the attendance and gives them the HO. ICQs: Will you work with a partner or a group? group T monitors as Ss do the task

Post listening freer speaking practice (7-10 minutes) • To provide students with an opportunity to practice their fluency and expand on what they have learnt.

T put Ss in groups and tells Ss that they will invite each other out. T gives some of the Ss cards to help them invite and the gives other Ss cards either accepting or refusing. T demonstrates this first. T can also help write a prompt on the WB T gives the cards. T starts to monitor ICQs: Will you invite your friend or just talk about yourself? Invite a friend. Is it a phone conversation or face-to-face? phone conversation

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