Farah Farah

Listening Lesson
Intermediate level


In this lesson, students will practice their listening and speaking skills to talk about different types of TV and radio programs.


Abc Whiteboard
Abc Patafix
Abc Recording 6.1
Abc Pictures
Abc Answer keys
Abc Projector
Abc Hand-out
Abc Word cards

Main Aims

  • By the end of the lesson students will have practised controlled speaking and listening for specific information while talking about different types of TV and radio programs.

Subsidiary Aims

  • To practise the vocabulary words found in the extracts.
  • To practise the vocabulary words and talk about the different TV and radio programs.


Lead in (5-10 minutes) • To set lesson context and engage students

Draw a circle on the board and write media in the middle. Ask students to give words/phrases related to media, demonstrate one then elicit ideas from the students. Stick the different types of TV and radio programs and a cardboard drawn on it a table of 3 columns on the walls. Ask students to put the different types under each column, demonstrate one together then let students do the activity. show them pictures/video of the different programs they didn't understand.

Pre-teach (5-10 minutes) • To pre-teach vocabulary and CCQs where appropriate

Pre-teach the following words: a) a buzzer (n) Ask students in which TV program we use a buzzer. (The Voice/ America's Got Talent/ Game or quizz show ...) b) injured (adj) Ask students when we get injured. (for example, when we fall off the bike) c) a broken down car (compound noun) Ask students if their cars got broken down once. d) to propose (marriage) (n) Ask students if someone have proposed to them before.

While-Listening 1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Play the recording of the five short extracts and ask students what type of program each extract is from. Ask them if it is more likely to be on TV, on radio, or it could be on either. Ask them to check their answers with their partners, then, stick the answer key on the walls and ask students to stand up and check if they got all the answers correct.

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

Ask students to listen again to the recording and answer the questions on exercise 5 page 60. Demonstrate the first question. Play the recording again if they weren't able to answer all the questions. After they finish ask students to check their answers with their partner, then, stick the answers on the walls and ask them to check if they got all the answers correct.

Post-Listening and follow-up (5-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask the students to discuss in pairs the questions in exercise 1. Then, each pair is going to share their answer with the whole class. Flexi-stage: Mingle activity Ask students to walk around the classroom and talk to each other about their favorite TV or radio program. Whole class feedback.

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