Ayse Ayse

Upper-intermediate level


In this lesson, students learn about listening for consequences and defending an opinion in context of emotions and personality. This is mainly a listening and speaking lesson.


Abc Vocabulary
Abc Word web
Abc Picture
Abc Picture and text
Abc Listening

Main Aims

  • To provide inference listening practice using a text about a lecture about fear in the context of emotions and personality.

Subsidiary Aims

  • To provide fluency speaking practice in defending an opinion using punctuation marks in the context of emotions and personality.


Lead-in (15-17 minutes) • To set lesson context and engage students

Greet Ss. Show them the picture on the book using the smart board and ask them to define what they see. Elicit answers. Put them in pairs and have them discuss the questions on the page. Get a whole-class feedback

Pre-Listening (45-47 minutes) • To prepare students for the text and make it accessible

Show Ss the picture of the old couple. Before reading the information about them, ask them what they think about the picture. "What kind of emotions do you think that the old couple have?" "Why do you think that they are so happy?" Then, let them read the information on the page and put them in pairs to discuss the questions. Ask them if their guesses are correct. Get a whole-class feedback about the answers. Then, tell them that they are going to work on some vocabulary items which will be in the listening text. Ask them to read and listen to the conversation and to focus on the pronounciation and the meanings of the words. After listening, put them in groups of three and have them discuss the possible meanings for the words in blue and then want them complete the exercise C. Have them work individually and do exercise D. Then in their previous groups, make them check their answers and discuss the differences. Get a whole-class feedback. In pairs, want them to answer the questions in exercise D. Before the main listening, ask them to make a list of five things that they fear. Tell them to decide if their fear is instinctive or learned.

While-Listening #1 (15-17 minutes) • To provide students with less challenging gist and specific information listening tasks

Tell Ss they will listen to a lecture about fear. Before starting listening, ask them to look at the sentences in exercise B and tell them during the listening they will choose the best option to complete the sentence. After listening once, ask them to check their answers with their friends, but do not show them the answers.

While-Listening #2 (20-22 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Attract their attention to the note-taking skill part. Tell them using a word web is a good way to organize your notes. Have them listen again. This time ask them to take notes to complete the word web. After listening again, put them in groups of three and make them check each other's notes. Make them discuss their answers. Elicit answers.

Post-Listening (30-32 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask Ss to use the information on their word web to complete the sentences in exercise D. Put them in pairs and make them control each other's answers. Then get a whole-class feedback and show some possible answers. Put the students in groups of three. Tell them they will discuss fear in a broader sense. Ask them to comment on the questions in exercise E. Make sure everyone speaks in the group. Monitor closely during the speaking practice.

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