Ayse Ayse

Teaching Practice 1
Intermediate level


In this lesson, students practice listening for gist and specific information in the context of a conversation between family members. They also differentiate between sounding polite and impolite in a conversation. First, they make a small brainstorming about the family members, then they listen to their conversation and fill in the blanks. After listening they decide on who is the polite one and who sounds rude. Finally, in groups, they rewrite polite answers for the rude one.


Abc Listening gap-fill hand-out

Main Aims

  • To provide students with practice in listening for gist and specific information in the context of a conversation between family members.

Subsidiary Aims

  • To provide students with practice in speaking and writing.


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

Greeting the students and trying to remember their names with a five minute get-to-know activity.

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

Use the picture in the book (without the conversation) to create interest – Who are these people? What’s the relationship between them? Where are they going? Why is the boy unhappy? etc. Give time to pairs to discuss and elicit answers.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Play the CD and ask students to check their predictions. During feedback elicit that Ruth is collecting her children from school.

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

Distribute the conversation and give students time to read and think what each blank should be. If they feel they are sure of the answer, they can write it down, but tell them that they will listen to the CD again anyway.  Play the CD for the students to write/check answers. Make sure they check in pairs before you do plenary feedback.  After you check the answers elicit how the children are different from each other – Nick is impolite. Elicit how he sounds impolite and go over the information on ‘sounding polite’ section (1 and 2) to help with the post task. Model intonation as well.

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

Use ex. 2. Ask groups of three to rewrite Nick’s lines to make him sound more polite, following the advice from the previous stage of the lesson.  Give groups time to write the extra lines and practise the conversations. Monitor and help as necessary. Depending on class size, either pair groups and ask them to listen to each other’s conversations or ask a couple of groups to perform in plenary. Make sure you give listeners a task – you can ask them to evaluate if they effectively used the strategies mentioned to make Nick more polite.  You can play the suggested answer (recording T1.5) to give extra listening practice and finish off the lesson.

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