Alaa Alaa

Module 6 p.60
Intermediate level


In this session, the students will be exposed to a listening lesson about types of programs and if we see them on T.V or we listen to them on the radio. The lesson will start by a discussion about our favorite TV and radio programs so as to include the types of programs they will be exposed to in the audio. This will be followed by an activity to check if they grasped the types of programs or not. Then, they will be exposed to the challenging vocabulary in order to equip them with the tools required for the listening lesson. Afterwards, they will listen to the audio twice and each time they will be doing a task whose kind of information required will range from specific to detailed. Finally, we will discuss the answers of each task one by one.and provide them with feedback.


Abc Listening lesson Module 6

Main Aims

  • To provide specific information and detailed listening practice using a text about types of programs on T.V or radio in the context of documentaries, reality shows, phone-ins, sit coms, sports coverage, cartoons, local news, adverts, crime mysteries, national mews, soap operas, travel news, game shows and quizzes.

Subsidiary Aims

  • To provide clarification of types of programs on T.V or radio in the context of buzzer, injured, a broken down car, to propose.


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

Students will match the types of programs to the categories radio, TV or both. Exercise 2

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

Do the following for each one of the new vocabulary below: buzzer, injured, a broken down car, to propose. First, elicit the vocabulary. The word "buzzer" can be elicited through the description of being an audio signaling device as well as pictures. The word "injured" can be elicited through defining the word that it is to be harmed or hurt physically. The phrase of "a broken down car" can be elicited through context which is "when you are on your way to your work and the roads are blocked because there is a broken down car that blocked the way. The verb "to propose" can be elicited through a small video. Second, concept check questions if required Third, drill them for checking pronunciation Finally, write the words

While-Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information listening tasks

Let the students listen and match the extract to the type of program in lead-in and whether they watch it on TV or Listen to it on the radio. (Exercise 4) Let them check their answers in pairs first; then, provide them with key answers. Monitor their answers while listening to identify who needs help.

While-Listening #2 (8-12 minutes) • To provide students with more challenging detailed listening tasks

Students listen again to the extracts one by one and answer the questions for more detailed information in Exercise 5. Monitor their answers to check their answers if they require any explanation or they may need just to check them in pairs only with key answers.

Post-Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Make the students check their answers in pairs. Discuss their answers if required explanation through nominations or just provide them with key answers and feedback.

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