Maria Mazhar Maria Mazhar

Listening and Speaking
Upper Intermediate B2 level


In this lesson students will learn sub-skill listening for the specific information, sub skill listening for detailed information and some vocabulary in the context of extreme weather conditions.


Abc Listening and Speaking Activities

Main Aims

  • To provide specific information and detailed listening practice using a text about Eco-guilty in the context of extreme weather conditions

Subsidiary Aims

  • To provide help in understanding vocabulary associated with extreme weather conditions, strong adjectives and enable students to speak fluently using that vocabulary
  • To provide help in understanding lexical items; run, jump, skip, hop and swim associated with sports and enable students to use that vocabulary fluently.


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

In the last lesson we have discussed that what the life will be in the next 20 years. But I think we don’t need to go so far, it's all here. We are working from home, taking classes on zoom, using public transport and above all we have spent this summer at our homes. Well it is because of the pandemic, but I read in many articles that it is a result of dangerous experiments which produce gases. These gases are very harmful for our environment which results in global warming. And for this reason we are facing extreme weather conditions. Such as the last Australian Bushfires. Do you remember? These fires heavily damaged the whole country especially the state of New South Wales. It was a very unusual incident. These fires had been burning continuously for 210 days. (slide 2) And not only this we are facing heavy rainfalls, strong winds, heatwaves and snowstorms too. And it affects our moods as well. Isn’t it? (slide 3)

Pre-Listening (2-3 minutes) • To prepare students for the text and make it accessible

I have adapted Exercise 1(4d) to make it engaging. So what do you think about these extreme weather conditions? Does the weather affect your mood? What do you like doing when the weather is bad? (Elicit: If I am going in a party but suddenly it starts raining heavily so how do I feel? ...(bad, annoyed) This is my .... (mood) Instructions: You will discuss 1. extreme weather conditions 2. affects on your mood 3. what you do in bad weather? Check: You will discuss... Students work in pairs. (-Open BORs-- 3 minutes)

Pre-teach vocabulary (3-4 minutes) • To pre-teach/unblock key lexis needed to help students complete the next task

Move on to exercise 2 Match the bold words in column A with the appropriate meanings in column B. Instruction: You will do matching vocabulary in pairs Check: You will do gap fills or matching vocabulary? (Open BORs--2 minutes) W/C feedback. (2 minutes) Use your chat boxes and type your answers. Ask for justification: How 1 matches 2? Why? agree or disagree? Show key

While Listening #1 (6-10 minutes) • Easy initial task: To practice listening for specific information to understand the text in more depth

Move on to Exercise 3 (5a) 2.36 You will listen to three people talking about their experiences of extreme weather in the UK. And here are three moods. Just focus on the moods of speakers specifically. Which speaker was frightened & excited; got stressed; enjoyed themselves ... Listen once. Don’t worry about any difficult words. Instruction: 1. Listen 2. focus on the moods of speakers 3. write speaker no. Check: You will listen or write? (both) and focus on.... (moods of speakers) (If you have time then do Peer feedback otherwise skip) Instruction: Discuss your answers in groups very quickly. Check: You will... (discuss answers) (Open BORs--2 minutes) W/C Feedback: Go to more, click annotate, use Text. Write answers on your screen. Why Speaker .3.. was frightened and excited Why speaker ..2. got stressed? Why speaker..1. enjoyed themselves? Ask: Why do you think speaker 1 enjoyed? What about speaker 2? What was her mood? Why she was stressed? Why speaker 3 was frightened and excited?

While Listening #2 (14-15 minutes) • More detailed task: To practice listening for detailed comprehension and for inferred meanings

Now go to exercise 4. Listen again very carefully. Answer the four questions below and Complete the chart. For example: When did it happen? so write the date or year here. Instruction: 1. listen carefully 2. write answers of these questions Check: You will ... (listen carefully & answer the questions) Play the audio and stop after every speaker. Peer feedback: Discuss your answers in groups (3 students) Instruction: You will... (discuss answers) (Open BORs--3-4 minutes) W/C Feedback: Ask them about speaker 1; then--2; then--3 Play audio again if needed. If time allows ask them to read the script while listening audio.

Language Focus (4-5 minutes) • To enable students to understand the MFP

If time allows: Here are some modifiers which we use to express weather conditions. we often use rather or a bit to express a negative idea. 1. Modifiers (cline) very, really, extremely, incredibly, unbelievably If time allows: 2. Pronunciation Drills. Do you remember the vocabulary we just did in exercise 2. Let us practice some pronunciation. Snowplough /ˈsnəʊplaʊ/ buried /ˈberid/ scorching /ˈskɔːtʃɪŋ/ Dormitory /ˈdɔːmətri/ Hurricane /ˈhʌrɪkən/

Post-Listening Speaking task (3-5 minutes) • To provide an opportunity to personalise the topic

Let us discuss our experiences about bad weather conditions. Have you ever experienced any bad weather condition? Where were you? How did you feel? In pairs. (Open BORs. 4 minutes)

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