Deren Dogan Deren Dogan

Deren Doğan TP1
Upper Intermediate level


In this lesson, students will do listening exercises. They will listen to a debate about animal rights, and then do gist and detailed listening tasks. They will learn some difficult vocabulary within the text along with the pronunciations.


Main Aims

  • To practice listening for gist and detail in the context of animal rights.

Subsidiary Aims

  • To practice pronunciation:using intonation to show emotion.


Warmer (5-8 minutes) • To familiarize students with the context

There will be some animal pictures on the wall related to the text, e.g. endangered animals and animals in the text. Students will work in pairs. They will be asked to walk around the room and look at the pictures with their partner. They will be given some questions such as "Where does this animal live? What does it eat? Have you ever seen one?" They will discuss the questions.

Lead in (3-5 minutes) • To set lesson context and engage students

Check if students understand 'fox' and get feedback on the questions. Students will do exercise 2. It will be checked in pairs and whole class feedback.

Pre-teach listening vocabulary (5-8 minutes) • To prepare the students for the listening text

Choose some words from the listening text which T thinks students may not know and give them a worksheet about these words.

Listen for gist (9-15 minutes) • To provide students with less challenging gist task

Check the students understand the debate. Explain the topic of the debate which they will listen. Make them do the exercise 3 as a gist listening. Compare the answer, then listen the text again to check the answers.

Listen for detail (5-8 minutes) • To provide students with more challenging detailed listening

After checking the previous assignment, students will work on yexercise 4. They will compare their answers before T checks with the class.

Post-listening task (2-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned.

Focus students on exercise 5 and have them answer the questions. Then, get a whole class feedback.

Focus on pronunciation (2-5 minutes) • To provide students with the correct pronunciation

Have students complete exercises 1-3. For the first question, check the answers with the whole class. For the second activity, they will read the transcript of the call, then they will underline the stress while listening again. Check in pairs. Finally, students will listen to the recording again and read the tapescript out loud at the same time.

Freer practice (3-6 minutes) • To practice stress and pronunciation

If time allows, have students return to exercise 5 (the second question). Ask them to think about their response and focus on pronunciation. Which words would they stress? Give students a moment to prepare, and then have them talk to their partner or a small group. Their partner(s) should listen and make notes about which words they stressed (and then give feedback to the speaker).

Web site designed by: Nikue