Ayesha Mushtaq Pasha Ayesha Mushtaq Pasha

Listening lesson
Elementary level


In this lesson the students listening skills i.e. gist listening and listening for detail i.e. specifically time will be honed. They will hear an audio about a typical daily routine of a woman called Laura and the specific timings of activities in that day. The next part of the lesson will focus on vocabulary i.e collocations in particular and controlled practice for that. In the end the students will have a go at speaking by discussing with their partner about eachother's daily routines.


Abc Audio clip
Abc Vocabulary part of handout
Abc Table for Laura's British and English day

Main Aims

  • To provide gist and detailed listening.

Subsidiary Aims

  • To review and practice collocations related to daily routines


Lead-in (0-5 minutes) • Listening

Introduce the idea of daily routines in one's life: 1) mime my own day 2) elicit phrases I wake up at 7:30 am, take a shower, get dressed have breakfast if I have time, reach ITI at 9:00 am, in class then, have lunch at 1:00pm, finish from ITI at 5:00 pm, eat something on my way home, reach home, study some more and sleep between 11:00pm-2:00 am. Elicit: What time do I wakeup? What time do I reach ITI? Do I have lunch? What time? What time do I finish from ITI? Do I sleep at 11:00 pm?

Pre-listening (0-5 minutes) • Set the context of the listening

Introduce Laura - power point presentation: 1) Picture of an English woman (Princess Diana) 2) Works 3 days in London (pictures of London) 3) Works 2 days in Barcelona (pictures of Barcelona) 4) Definition of a Euro commuter

Pre-task to Gist Listening (0-5 minutes) • Elicit from Students what they know about London and Barcelona

1) S-S interaction 2) Pair work 3) Guess how they think Laura's day in London and Barcelona would be different? 4) Make notes

Gist Listening (0-5 minutes) • Check if guess were right from pre-task to gist listening

1) Play the audio 1.46 2) Let students check how many guesses were right 3) Whole class feedback

Listening for Detail (0-5 minutes) • To have them listen for time and complete a table

1) Give them the timetable from p.22 2) Play the audio 3) Have them fill out the times 4) Play the audio again so they can re-check 5) Monitor

Vocabulary (0-10 minutes) • Focus on collocations

1) Do ex 1: Cut up the collocations in ex 1 and get students in pairs to match for example have + breakfast. Students get the cards and they have to match the words that go together. 2) Ex 2 : this would be an individual controlled practise task and afterwards Ss can check with their partners.

Speaking (0-10 minutes) • Complete the "Your day" portion of timetable

1) Complete the table individually 2) Students then talk to their partner about their routines and check for similarities and differences 3) T- Check for some errors of collocations and do delayed feedback on the board

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