Nora Kanshaw, 25 Jan 2018, listening Practice
Upper-intermediate level


In this lesson, students will be engaged in receptive skill development by listening for gist followed by listening for specific information related to zero waste lifestyle, and after the main aim is completed, students are going to work on speaking productive skill through a debate


Abc Handout (Answer key)
Abc Handout (Answer key)
Abc Cards (words and their meanings)
Abc Handout
Abc Overhead Projector

Main Aims

  • To provide specific information listening practice using a text about zero waste lifestyle in the context of the environment

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of zero waste lifestyle vs. normal lifestyle


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

I start the lesson by showing Ss some pictures and some questions using the OHP to set the context, and I ask them to discuss these questions in pairs: What do yo see in these pictures? Why are there three colors of waste containers? What do these three colors mean? Do you have this color coding in your country? How much rubbish do you throw away each day? Do you usually use plastic bags or reusable shopping bags ? Why? Why not? Then we listen to some of their answers.

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

Before Ss start with the listening, I give them some mixed cards with words and their meanings in order to avoid any blocking vocabulary once they start the listening activity. They work in pairs to match the words with the meanings, I monitor them and after that I give them handouts with the correct answers.

While Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information listening tasks

Before we start listening for specific information, Ss watch the beginning of the video (30 seconds) and in pairs they discuss these questions: What do you think the video is about? Why do you think the girl has this small jar? What does the jar include? After they discuss these questions I listen to their answers.

While-Listening #2 (14-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

After listening for gist, we move to a more detailed exercise that needs Ss to listen for specific information. I give Ss a handout which includes questions, they choose the correct answer while watching the video. We watch it twice or more if needed After they finish, they peer check with their partners. To make the whole class feedback more student-centered, Ss nominate each other to answer on the board. Then, we check whether the answers are correct or not.

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

I divide students into four groups, two groups think it is better to adapt zero waste lifestyle. However, the other two groups think zero waste lifestyle is a silly idea and we should live a normal life like we do now. First, each group will think of a way to convince the other group to join them. They can do this by preparing some advantages or disadvantages together as a group and then they start mingling with the other group and discuss their opinions and try to persuade each other. I monitor them while speaking. After that, I ask who changed his/her mind and joined the other group, why?

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