Mohamed Alkhatib Mohamed Alkhatib

TP8 Listening
Upper Intermediate level


In this lesson, students will improve thei listening skill by listening to a radio debate about urban foxes in which a member of a resident's association complains about the problems in her area with urban foxes and call them to be culled to control the numbers. A spokesperson for for the Urban Fox Lovers argues that a cull is completely unnecessary, and that the argument against foxes is exaggerated.Through the lesson, students should also practice speaking by exchanging their ideas about the idea of the Urban Foxes in towns.


Abc a Flash Card
Abc a handout .
Abc CD

Main Aims

  • To improve the students' ability of listening skill " receptive skill "Through listening to the radio debate.

Subsidiary Aims

  • To practice speaking through giving opinions and discussions in pairs and groups.


Lead in / warmer (10-12 minutes) • To set lesson context and stimulate students' schemata preparing them to the next step.

First, I show the students a flash card having a picture of a fox.Then,I elicit the answers to these questions; 1- What do you know about foxes? 2- Are there foxes in your country? Do they live in the country , town or both? 3- Why do foxes like towns? What things they like or can they find in towns? 4- Is it right to hunt or kill animals such as foxes that annoy people in towns? Next, I divide students into small groups of four to tell each other any stories or legends they know about foxes."free practice activity in groups". Then, we listen to the students stories. After that, I give the students a handout and ask the students to comment or deduct what happened in the picture of the fox and the craw.Each student will try to describe through his own imagination and deduction.

reading to prepare for listening. (4-5 minutes) • To get students more involved and aware of the next listening radio debate they are going to listen to the next step.

Before I give the students instructions to read the text, first I will elicit the meaning of some words that may block their understanding of the whole text such as " urban and protesters". I also will tell them that there are two groups in the article , they are " animal right protester group and residents group. Then, I ask them to read the article in order to answer the question "What were the two groups protesting about? I give them the chance to read and check their answers in pairs. After that, we discuss the answers.

Listening for gist " skimming " (7-9 minutes) • To stimulate the students to listen to the radio debate in order to get the general idea of the topic.

First, I will inform the students that they are going to listen to a radio debate about urban foxes in towns.I tell them that the debate is between Jean " a member of residents' association and Tom" a member of the Urban fox Lover movement. I ask them to listen in order to answer this question " what are Tom and Jean arguing about?. Then "after the ICQ ", I play on the cd asking the students to listen carefully to answer the question.After the cd stops, I ask students to check their answer in pairs, then we discuss the question together.

Listening for scanning. (8-9 minutes) • For the student to listen in order to search for a specific piece of information.

I instruct the students that they are going to listen to the cd again in order to arrange the sentences ( exercise 3 ) according to the sentences they hear first from the cd radio debate. After the cd stops , I I give the students the text to scan and make sure of their answers in pairs. Next, I check their answers.

Vocabulary Stage (5-6 minutes) • To learn some new vocabulary through listening to the radio debate.

In this stage , I ask the students to look at the underlined words and discuss in pairs what these words refer to ( exercise 4 ) . I may elicit the first word as an example. Then, I let them check their answers. Next, I check their answers.

Speaking Practice" sub aim " (4-5 minutes) • For the teacher to make sure that students understood what they listened to . For the student , to practice speaking " productive skill ".

I divide the class into two groups. Then, I ask each group to read the two questions" exercise 5 " and discuss together and give reasons for their answers.Then, I ask them to mingle ( ones with ones, twos with twos and so on.) in order to exchange their ideas and to get them engaged in speaking practice. Next, I check their answers.

Listening . (2-4 minutes) • For the student to distinguish between the stressed and unstressed parts from what he listens

I instruct the students that they are going to listen to a caller who joins the debate and that during their listening , they underline the the words the caller stresses. Then, students their answers in pairs. Next, I give the students the transcript of the call and check their answers again. Finally, students listen again to improve their sense of the stress parts.

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