Teri Teri

Listening Lesson TP8
Upper intermediate level


This is a listening lesson for learners to listen for gist and then listen for detailed information.


No materials added to this plan yet.

Main Aims

  • To provide gist to help learners use their intuitive skills and further for detailed information

Subsidiary Aims

  • To provide fluency and show understanding and ability to discuss information


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

-T shows a slide with a question about friends -Instructions: who is your best friend? why are they so fun? Discuss for 4 minutes (in a break room if we have 4 Ss) -T or nominates a Ss to begin -T ask Ss to nominate next speaker

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

-T shows a slide with vocabulary and definitions Meaning Instructions: match the vocabulary with the definition -T 'Work together as a group' Ss choose correct definitions and use them in a sentence Form -T asks Ss to choose which vocabulary word goes into each gap Pronunciation -T shows slide with pronunciation -T provides FB/guidance if needed

While-Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T We're going to listen to the beginning of the radio program.. -T Listen - T what are the correct sentences? ICQ's are we listening to the whole program now? no just to find out what's incorrect here -T plays recording -T What do you think? -T nominates Ss to give their prediction

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

-T We're going to listen to the whole programme. -T take notes on the 5 important facts, follow the examples I have here. -ICQ's are we taking notes on everything the speakers say? no only the 5 important fact, reasons. -T plays recording -T did everyone write down the information? -T Would you like to listen a second time to check your answers? (if yes, play recording again) (if 4 or more Ss in breakout rooms)

Post-Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T shows slide Instructions: individually work on the document and find the missing sentence from each fact- The missing sentences are at the bottom of the text. ICQ's Are you working together now? no Where are you going to find the missing sentences? -T monitors answers and provides FB -T 'now we're going to do a role play' We are all radio announcers and we are going to use our best radio voices to repeat the facts from the listening task. 'Take 2 minutes to write down what you are going to say' ' You can go back and look at the document if you want' 'Choose which fact you want to say' ICQ's what are you doing in these 2 minutes? deciding what to say Who is going to say each fact? you decide together -T ' let's be radio announcers Freer task ( if we have time) T Discuss if you agree or don't agree with these sentences. Choose the most interesting one for you. -T shows slide with topics: You can only have 2 close friends Going on holiday with friends will hurt your friendships Men keep their friendships longer than women. You should never criticize your friend's parents It's impossible to be close friends with someone much older or much younger than you. Ss discuss their opinions together as a group-T writes down examples of good language and any examples of language that needs reformulating. DEC and FB

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