Amena Zahid Haider Amena Zahid Haider

Intermediate B1 level


Abc Listening and speaking exercises
Abc images

Main Aims

  • To provide gist and detailed listening practice using a text about crime and witnesses

Subsidiary Aims

  • To provide fluency speaking practice where students talk about personal experiences in the context of memory and crime


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

Project image of a brain on the board and elicit the word memory. "Do you have a good memory?", " Do you remember my name?" Focus students attention on the question in the first activity. Students discuss in pairs the list of things they can remember. (30 sec) "how do you remember this information?"

Pre-teach vocabulary (2-4 minutes) • to make sure students understand the text without difficulty

Project image of CCTV Check for comprehension ( Do you know what this is?") Show the word CCTV on the board and the two questions ("Where do we see them?", Why do we need them?") Students work in pairs and quickly discuss the answers.( 20 sec) Feedback for ideas. Show image of burglary and elicit CRIME. (Burglary is a crime) "How can we catch him?" Students may say CCTV recording or some one who sees the crime. Elicit the word WITNESS

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

Focus the students attention on exercise 2. Ask if anyone thinks he /she will be a good witness and why. Focus attention on the CCTV footage of a crime. Students observe the picture carefully and try to remember as much important information as they can. (30 sec) Ask students to fold back the papers. Students listen to the questions (preferably with pauses) and take notes. Students check their answers/ideas in pairs against the image. Ask students who remembered all the important info or none of it

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

Show the image of Hiromi, a witness. Hand out activity 3. Students listen to the recording and afterwards discuss quickly in pairs. Ask if the students think she has a good memory? Why/ why not?

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ask students to carefully look at the picture again. Students listen to the text again and try to find four things Hiromi got wrong. (Play recording again if necessary) Students check their answers in pairs 4 students write answers on the board in columns WCF

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

Focus attention to Exercise 4 and explain if necessary. Depending on time, tell them a little story. Make cloud diagram or make a list of wh questions to help the students organise their thoughts CRIME Where? When? Who were the people? What happened? Students work in pairs and discuss and then share with the whole class. Make a note of errors and delayed error correction at the end of class (30- 40 sec)

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