Erick Erick

Listening for gist and detail: welcome customers to your bar and show them around
Upper-intermediate level


In this lesson, students will listen to an authentic text about the oldest pubs in the world. They will listen for gist and detailed comprehension. Then students will have a role play interaction to welcome customers to their own pub or bar, using statements in passive voice to describe the features of the bar and its milestones.


Main Aims

  • Students will have listened to a text about the oldest pubs in the world for gist and detailed comprehension

Subsidiary Aims

  • Students will have practiced speaking for fluency and communication while role playing a conversation based on the context of the lesson
  • Students will have used passive voice to talk about an establishment's history facts and milestones.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

SS use a Jamboard page to brainstorm what they know about pubs and when was the last time they visited one.

Pre-teaching language (7-10 minutes) • To provide students with useful language for the ensuing listening and speaking tasks

SS are showed a series of slides featuring useful language for the lesson. T gives them instructions for guided task completion as follows: M SS answer the CCQs featured for each of the three statements containing the target language. F SS convey the parts of speech for the same three statements, T elicits them to pay special attention to the fact that the statements are in passive voice and to the three words chosen for language analysis. P SS are elicited to match the language items to their ending sounds (all three words are -ed ending participle adjectives with different ending sounds). T elicits coral and individual repetition to check pronunciation.

While-Reading/Listening #1 (7-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

SS are exposed to the listening text and are instructed to find out what the four pubs featured in the video have in common. SS are given a time limit to discuss their impressions in pairs. The answer to the question is clarified briefly in open-class feedback.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

SS are exposed to the text for a second time. T instructs them to work in pairs after the second listening round to answer a True/False survey about information from the text. Pairs are put together in breakout rooms to compare and discuss their answers with other pairs. T then brings them together to the main room to clarify the answers briefly in open-class feedback.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

SS are given directions to sustain a role play in which they have a pub and welcome friends to the place and share with them some of the most important aspects of the bar's history and service. Some concepts are given to SS for them to use if they find them useful.

Feedback on task completion and language use (4-6 minutes) • To provide feedback on students' production and use of language

T addresses SS' task completion and allows them to share some aspects of the conversations they had with their teammates. T addresses good use of the language and helps students to aknowledge the language that needs to be corrected or reformulated.

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