Kayvan Saman Kayvan Saman

Listening (annoying rules)
Intermediate, CEFR B1 level


This lesson revolves around rules that do not sound very sensible and are, therefore, deemed irritating. The main focus of the lesson is listening skills development and it will secondarily concentrate on language fluency by means of student involvement in a speaking activity.


Main Aims

  • To provide gist and detailed listening tasks for learners to develop better cognitive skills

Subsidiary Aims

  • To provide learners with fluency practice by involving them in role-play and debate in the context of annoying rules


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

The learners are given a number of rules to do with schools and classrooms and the word "rule" alongside where the said rules apply are elicited. Then they are asked to work with their partners to add a couple of more rules to what they have already checked. Finally, feedback is given in open class to round off this stage.

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

First, students are given a handout to work on in pairs and come up with some rules related to a few more topics and discuss whether they are sensible in all situations or not. They give each other feedback by sharing ideas discussed in their pair with a new one. Next, a few words, phrases and functions are elicited and pre-taught for them to better understand the text they will encounter in the recording and do the tasks more efficiently. There is spontaneous feedback or correction on vocabulary and functions to conclude this stage.

While-Reading/Listening #1 (12-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The class is given a handout of two gist listening tasks. For the first one, they listen to the recording once and compare answers in pairs. The next task gives them a chance to listen a second time to further the depth of their understanding. once again they compare in pairs and check with another pair while being monitored and prompted to finalise their answers.

While-Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students are given a handout of a matching task on which they work in pairs to construct the functional language they have twice received in the recording. This helps them recall what they have heard to identify the exponents of the function. After whole-class feedback, they are handed another task allowing them to listen for more specific information in the recording. There might be a need to have them listen again for the task to be achieved. Next, they compare answers in pairs and join another pair for giving each other feedback afterwards while being monitored for any understanding problem.

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

Students engage in a role-play/ debate activity by assuming a number of opposite roles of law-maker and law-observer e.g. a hotel manager versus a hotel guest. Then work individually to make some "selfish" rules in connection with affairs and circumstances on which they have to deal with each other and share the rules in pairs afterwards. This allows for putting the language for fluency to which they have already been exposed into the practice of talking in a life-like context. After the debate, they will join another pair to share the results.

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