TP5 Receptive Skills
Pre-Intermediate level


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed listening practice in the context of an audio about characteristics and personal preferences of individuals, also related to first-time small talk

Subsidiary Aims

  • To provide fluency speaking practice in developing a conversation after meeting someone the first time in the context of talking about personal characteristics and preferences


Lead-in (2-4 minutes) • To set lesson context and engage students

Teacher will ask students "What’s one question you can ask someone the first time you meet? (NOT What’s your name or Where are you from)" to try to generate top-down (?) processing of original vocabulary related to the upcoming topic. Google Slide 1: Working with their partner, they will take 2 minutes to think of a question, then the group will meet to discuss their ideas with the teacher.

Pre-Reading 3 vocabulary words from listening (5-10 minutes) • To prepare students for the text and make it accessible

Students will attempt to guess the meaning of 3 words; retired, optimist and recurring from a Google form, selecting the correct option from multiple choice questions. They will do this alone first, as well as the form questions where they will identify if the word is a noun, adjective or verb in a chart. The meaning will then be discussed as a group, the teacher will check with CCQs and model sentences. Pronunciation will be checked individually then chorally. Google Form:

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will listen to an audio and will write down any key words (or questions) they can hear to help them understand the theme of this audio. It will be stressed that they can only listen ONE TIME to try to catch what it’s about. Google form: This task will take 3 minutes only. *(If needed, an additional partner discussion time of 2 minutes will be added (to the first 3 minutes) followed by 1 minute of feedback).

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

Students will read the questions in the detailed task aloud as a group, then will listen again to this same audio one time. As they listen, they will select the correct option for each question from the multiple choice options. If necessary, they can listen again in pairs after they’ve broken into pairs to check their answers. The initial listening should take 2 minutes, if a second time is needed they can play the link in their breakout rooms and discuss their answers with their partner. Google form (select the correct choice to fill in the blank):

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

Slide 2: Students will think of 2 questions they can ask AFTER they’ve said “hello, my name is, I’m from...” to continue the dialogue with another person. A slide will be shown with hints OR they can write two questions similar to the ideas just heard in the audio about health, dreams, jobs...This will encourage them to use vocabulary they’ve just learned and/or previous knowledge related to this topic. They will have 3 minutes, after they will join with a partner and talk with them for 5 minutes asking and answering each other's questions. Then we will return to the main room for 2 minutes to share ideas and finish the lesson. Students will be encouraged to text any questions they have to me via the chat box at any time throughout this stage.

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