Pinar Simsek Pinar Simsek

Beginners level


In this lessons, students will do 2 listening, which will then be the context for the grammar focus of the next lesson. As a sub aim students will do vocabulary and speaking.


Abc Photo of Angie and Rick
Abc Listening track 10.3
Abc Listening track 10.5
Abc Photocopy of listening text page 73
Abc Photocopy as an answer sheet

Main Aims

  • To provide gist and specific information listening practice using a text about past actions in the context of last weekend

Subsidiary Aims

  • To provide fluency speaking practice in a friendly conversation in the context of about their last night


Lead-in (2-3 minutes) • To set lesson context and engage students

T shows the photo of Angie and Rick, and tell students "This is Rick and Angie". Asks students "Where are they?" (at work) "What are they talking about? (their weekend)

Pre-/Listening (4-6 minutes) • To prepare students for the text and make it accessible

T shows 4 pictures 1. Somebody getting up early 2. Somebody cooking a meal 3. Roast beef (Since there is no roast beef in Turkey, T may need to just tell them the word) 4. Somebody going out to enjoy.

Gist Listening (3-4 minutes) • To provide students with less challenging gist listening task

T ask students "What is Angie and Rick talking about?" T will write the question on board. (If they already guess the topic before listening, T will ask students "what did they do on the weekend?" They will listen alone for 1,5 minutes and then feedback will be given whole class.

While Listening (12-14 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T will tell that students will listen to the text again and while listening to fill out the gaps in the given text of the dialogue. The gaps will both be about detailed information in the listening. After listening teacher will ask: * What did Rick do on Sunday? * Where did he play tennis? Then ask students if they want to listen again. And probably listen again. After listening, students will check in pairs, and later FB will be in an answer sheet.

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

Students will then listen to Rick asking Angie about her weekend. T will ask What did Angie do on the weekend? Lets listen. While listening students will work on completing Rick's questions on the HO. Students will peer check after listening and then feedback will be given from 1 answer from each student.

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

T will number the students as 1-2-3-4-5 and ask the same numbers to have a conversation with their partners about last night. T will give handouts with question prompts and ask students to use them. T will monitor for error detection and then do error correction as whole class on board.

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