Yalcin Yalcin

Listening Lesson
Pre- intermediate A-2 level


In this lesson learner practice their listening skills within the context of free time activities. Following a lead- in phase, learners listen for a general understanding of the text. Next, they listen for a more detailed understanding of the text. They compare each other's answers in pairs and the answers are checked in plennary. Finally, learners write 2 or 3 questions and ask these questions to heir peers.


Abc Ss Bk
Abc Ss Bk
Abc Ss Bk

Main Aims

  • To provide students with practice in listening for gist and specific information in the context of a free time survey.

Subsidiary Aims

  • To provide students with practice in speaking and writing.


Lead- in (5-6 minutes) • To set lesson context and engage students.

Show ss certain photographs related to free time habits of British people and ask them to talk about them. SS work in pairs and answer some questions such as what kind of free time activities do you see in the picture?, Do you remember what British people do in their free time? Their answers are briefly elicited.

Pre-Listening (2-4 minutes) • To provide background information for the students

Show Ss the picture of Robert and a researcher. First, ask Ss what they see in the picture and what these two people are doing. Next, introduce Robert and inform Ss that they are going to listen to Robert answering some questions in the survey.

First Listening/ Listening for Gist (8-9 minutes) • To encourage Ss to listen for a gist

Ask Ss the question: Is Robert a typical British person? before they listen to the recording. Next, Ss listen and answer the question. Elicit certain ideas shared by Ss without expecting elaborate answers,

Second Listening/ Listening for Specific Information (10-12 minutes) • To practice listening for specific information and familarize learners with the text.

Ss fill in the form that shows the "free time survey" of the researcher. Before they start listening, remind Ss that they need to take some notes pertaining to the question: how often? Higlight that they use adverbs or expressions of frequency such as generally and once a week. Write some examples on the board and clarify it. After listening the recording, ss compare their answer with their partners and then check their answers in plenary.

Writing/Speaking (8-10 minutes) • To develop written and oral fluency on the topic

Ss write at least two questions as shown in the example. First, model certain questions such as Do you ever go on to the theatre or how often do you go on holiday? and drill. Higlight sentence stress and intonation. Next, Ss mingle and ask their questions to their friends in the class. Monitor them and note down their common errors. Award the first three students who can ask his/her questions and get answers from at least 5 students with bars of chocolate.

Feedback (4-5 minutes) • To raise learners’ awareness of errors in their language use.

Write some sentences or phrases with common errors on thee board after monitoring. Provide students with error correction and praise good use of the target language

Web site designed by: Nikue