Herbert Herbert

Copy of Listening Lesson Plan: Spas-Women Love them.Can men enjoy too?
Intermediate level


In this lesson, students will listen to 2 journalists (Joanna and Stephen) after they visited a Spa and tried 3 different treatments. SS will listen to their opinions and how well they scored the treatments. SS will be practicing listening for gist, and listening for specific information throughout different listening tasks explained in the plan. As a post listening activity, SS will talk about a set of related topics to share their ideas and opinions around is it a Men or a Woman thing?


Abc Student's book photocopies
Abc Tapescripts 5.8-5.11
Abc Student's book photocopies
Abc Tapescripts 5.8-5.11

Main Aims

  • Develop listening skills 1.Listening for gist and listening for specific information.

Subsidiary Aims

  • To provide fluency speaking practice in a free group speaking practice to share ideas and different points of view linked to the context in the context of Going Shopping/watching sports/Reading novels/Weight Lifting/DiY, are they a men or women thing?


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

I wil show student a slide with different pictures related to a spa and elicit from ss what is a spa why would you go to this place, what things you can do at a spa. CCQ: Does it look like a quiet place?, Would you go there if you have a health problem ( a broken leg, a toothache?) Would you go there if you were stressed? Once meaning is clear, i will ensure pronunciation is fine and drill it if necessary.

Pre-Reading/Listening (1-7 minutes) • To engage interest in the listening that follows and pre teach any vocabulary that may be a problem for understanding

T introduces the topic that will be covered in the listening part, showing a funny picture of 2 journalists (Joanna and Stephen), while having a treatment at a Spa. Ask ss what they think about the picture, ask them to look at the woman and man's face. Do they look happy? Are they having a good time? what do they have on their face? Pre-teach ss related vocabulary that will come up in the listening: massage, treatment, facial, body polish, sticky, smoother, divine. T shares handout with ss where they can see the 3 treatments they tried and introduce the first listening task

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

T. will give instructions for the first task: ss will listen to complete a chart with how well Stephen and Joann marked each of the 3 treatments and what comments they had for each one of them. This will be an initial gist task to allow students get the general idea (good/bad mark? they liked it/they didn't. SS will listen individually and can take notes.

While-Reading/Listening #2 (1-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Task 1. Ss will listen for specific information to complete the chart providing more details on how they marked the treatment and the reasons why they liked or not the treatment. I will pause the audio after each treatment to allow ss write their comments individually and when they do this the can check with their partner for feedback. Group feedback will follow to find the correct answer. This will be the procedure for the following 2 tapes scripts. Task 2 (exercise d): SS will listen to 5 extracts (short sentences) and complete the word that is missing in the sentences from exercise d. Most of the words have been pre-taught in advance. This will help to review the vocabulary and double check ss know the pronunciation and the spelling. Feedback: ask SS to write the spelling on the w/b,

Speaking practice (1-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T shares a couple of pictures per table, faced down and explain ss to have a look at them and talk about their idea.? Is that picture showing something only men/women like doing? why? why not? encourage ss to talk about themselves, about people they know... After 2-3 minutes, ss move to the next table and discuss on the pictures they can see. T monitors interactions and take notes for further feedback before the lesson finishes (use of articles, quantifiers...)

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