Sara Metz Sara Metz

TP2: Listening
Upper-Intermediate level


Students will practice their listening (with exercises also provided to practice their reading and speaking) skills, while also exposing them to vocabulary about plants and gardens.


Main Aims

  • To provide gist and detailed listening practice using a text about plants and gardens in the context of the future continuous tense

Subsidiary Aims

  • To provide speaking, writing, and reading practice


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T will divide the class into three (or four, if the class size is larger) teams, then instruct the two groups that they have 3 minutes to brainstorm as many plant/nature-related terms as possible. The group that has the most unique words wins. T will review pronunciation for any vocab from the day's lesson that students offer and struggle with.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

T will elicit the meaning of blocking vocab from students ("conservation," "climate" and "zone") and drill pronunciation and stress with WC. T will then provide instructions for the reading text HO exercise 1 ("by yourself, read the passage and answer the questions below"), then ask ICQs ("are you reading in pairs?"). T will distribute HO, and students will have 3-5 minutes to read and answer. They will then compare their answers with a partner for 1 minute. T will elicit the correct answer from the WC and discuss if there are any disagreements.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will provide instructions for the listening task, exercise 2 ("in pairs, listen for general meaning, tick the topics mentioned by the two speakers"), then ask ICQs ("are you working on your own?"). Reassure students they don't have to understand everything, and give example: "if Emma says "my daughter studies at the University of London," what will you tick? Do we care where she studies? (No, only that she has a daughter)". T will distribute HO and play the audio track one time. WC discussion about which topics were ticked.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T will provide instructions for the detailed comprehension task, exercise 3 ("on your own, listen again to the conversation and answer these questions"), then ask ICQs to gauge student comprehension ("are you working in pairs?"). - T will distribute HO, then play the audio track one time, monitoring to see how many of the questions students are able to answer; play a second time (making clear that this will be the last time it's played) and encourage students to answer which questions are remaining and to check their answers. -Ss will then compare their answers with their partners, and then T will elicit the correct answers from the pairs to share with the WC.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students will discuss the content of the listening task, exercise 4, with their partners. T will monitor to make sure students stay on task. If time, Ss can write a descriptive paragraph about the Eden project using the same question prompt.

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