Listening - Museums
Upper-Intermediate level


In this lesson, students listen to a conversation between two people about museums. The lesson starts with a discussion. This is followed by listening for gist, listening for specific information and a multiple matching. At the end of a class, there is free speaking activity.


Abc Listening track 2
Abc Handout 2
Abc Handout 3
Abc Overhead Projector
Abc Whiteboard
Abc Listening track 1

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about a museum in London and particular places visited by people in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel and places worth visiting


Warmer/Lead-in/Pre-teach vocabulary (7-10 minutes) • To set lesson context and engage students

T projects visual on WB. Project questions on WB. Pre-teach vocabulary ( if there is any ) SS discuss. Do you like visiting museums? Why/Why not? Project questions on WB. Which of the following museums would you be most interested in visiting?

While-Reading/Listening #1 (12-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Do listening for gist. -SS are given a small HO. (Handout 1) -SS listen to the conversation between a girl who has just come out of London Dungeon and a man who is writing a report on London's tourist attractions. (3 min 37 sec) (listening track1) -SS tick which of the following are discussed. Sentences are not from the dialogue, paraphrased. -Peercheck. -Ask students how they know. Do listening for specific information. -SS are given HO / 10 sentences to complete (Handout 2) -SS listen to the conversation again and complete the sentences. (3 min 37 sec) -Peercheck (1min) -Project sentences on WB -Nominate students -SS write answers on WB.

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

SS do listening for detailed information. -SS are given a handout for the matching activity. ( Handout 3 ) Instructions: You will hear five people talking about why they visited or moved to a particular place. Choose the one that describes each speaker's experience. SS listen to the listening track ( listening track 2 )(4 min 11 sec) SS match as they listen. (silently) SS listen to the listening track to make a final decision. Peercheck. Project matching activity on WB. Nominate students. Ask student to justify Q1) Where did he go?(Sydney) Did he visit different places?(opera house, aquarium) Did he do almost everything? ( yes ) Q2) Where did she go?(NYC) How was her first day?(overwhelming) How was the city? (fast-paced) Q3) What did he do before he went to Mexico? (He handed his resignation) What was his plan? (to convince the professor to let him be part of the team) Did his plan work? (yes, the professor hired him.) What would have happened if the professor hadn't given him the job? (He would have quit his previous job for nothing) Q4)What's her job? (a writer) what was she doing at the lake? (swimming, fishing, taking photos) What seems to be her new talent? ( photographer ) Q5) What's his job? Does he like it? (Accountant/Boring) How long has he been working as an accountant? (10years) Where did he go on his month off? (Cousin's farm) What was he doing there? (milking the cows, feeding the pigs) Does he think it is easy to live in a farm? (yes)

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

Discuss with your partner. Have you ever visited or moved to a particular place? What was the reason? (personal reason or describe the place) Did you get what you expected? If you haven't visited; Where would you like to visit? Why? Feedback: Ask about the place peer has visited/ would like to visit.

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