Thomas Dowling Thomas Dowling

Teaching Practice 8
Intermediate level


This lesson will focus upon listening, the context of which is age. Specifically, the listening will center around two old rock stars still performing in their twilight years. Attached to this listening text, is my sub-aim: vocabulary, which is divided into pre- and post- listening.


Abc Student Book HO
Abc Teacher's Vocabulary Matching Exercise

Main Aims

  • To provide gist and specific information listening practice using a text about an interview between a DJ and an aging Rock Star in the context of age

Subsidiary Aims

  • To provide clarification and practice of attitudinal words/expressions in the context of age.


Warmer/Lead-in (exercise 1) (3-5 minutes) • To set lesson context and engage students

T who likes music? With a partner (labelled 'Rock' and 'Roll'), discuss the following questions (from the Student BO, but will be written on the WB rather than given in HOs). 1) Who gives the best live performances? (or gigs) 2) Which band or singer is the most successful? 3) Do you think the age of the singer or band is important? T to elicit some reasons and opinions. Calling on some Ss to say what 'he/she said' to recall lesson on reported speech.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

T tells students that we are going to be listening to a radio interview between a DJ and two fans of an old rock star. Before this happens, the T will make sure that the Ss understand some essential vocabulary and phraseology. T will quickly chest the Teacher's Vocabulary Matching Exercise, presenting the instructions to the Ss. T will explain that they have 2 minutes to match the vocabulary with the definitions. T will put the vocabulary and the definitions on the WB as it appears on the handout and get several students to match-up the words. T will ensure that students are familiar with the words, giving/eliciting examples if necessary.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T then gives out the Student Book HO with the exercises on (after chesting). T draws Ss attention to the transcript, but asks Ss to turn over their papers so that they can concentrate on the listening and not on the reading (T also explains that they can listen and read in the next activity). T emphasizes that he wants to challenge the Ss listening skills. T asks Ss to read exercise 2. This will help them to give purpose to the gist listening. Additionally, CCQs: 1) Who is the DJ talking to? Matt and Ella 2) What was the main idea? DJ asking the above whether they think the old 'rockers' should retire. T asks Ss to exchange ideas for a minute before eliciting ideas. Answers Matt) the music matters, not their age; still better than some of the young bands Ella) they should just retire and enjoy their money; she thinks old rockers are embarrassing.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks Ss to turn over the paper. T tells Ss that they will listen to the CD again whilst reading. T draws attention to the attitude vocabulary in exercise 3. What are attitudinal adverbs? CCQs: What do you think you have to do? (T elicits instructions). Listen and write in the 5 other vocabulary options into the 5 remaining blanks. T writes all the vocabulary options onto the WB while the tape is playing. After the listening, Ss check with their partners. Ss then come to the WB and cross-out/delete the answers which they think are wrong. Answers then given as WCFB.

Post-Reading/Listening 1 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Student then complete the pronunciation activity on the following HO. Ss will work alone to place the words in the correct boxes encouraging Ss to say the words to themselves as T monitors. T writes the boxes and words on the WB while Ss are doing the task. Different Ss at the same time write the words into the correct category. T corrects if necessary before WC drilling of each word. T then organizes male and female 'choirs' having a 'battle of the bands' pronunciation practice.

Chit-chat (2-4 minutes) • Productive Skill: Free Speaking Practice

Using question 3 on page 96, T will encourage Ss to discuss some of the bands or concerts they have seen or would like to (have) seen.

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