Gabriela Britos Gabriela Britos

Upper-intermediate level


Abc Productive skill: Speaking activity
Abc Listening 2
Abc Listening 1

Main Aims

  • By the end of the lesson, students will be able to listen for gist and detail using a text about colours in the context of an interview to a scientist

Subsidiary Aims

  • By the end of the lesson, students will have also learned vocabulary and practised speaking about the importance of colour


Warmer/Lead-in (1-2 minutes) • To introduce the topic of the lesson and engage students

T Shows slide 1 T: What's your favourite colour, X? Go on asking to other students. T Do you think colours are important? Why?

Pre-teaching vocabulary (3-4 minutes) • To provide students with MPF of blocking vocabulary

target lexis: myth, good value for money, mass-produce T: Now let's see some words. T: They say that if you drink water with lemon every morning you'll get thinner, but my doctor says it's a myth. CCQs. Do some people believe this? Ss: Yes Is is true? Sts: No. T: Is it a verb, an adjective, a noun? Ss: A noun T: It's a myth. How many syllables? (T shows with fingers) (3) Where is the stress? It's- myth Do I say.....? or .....? (pronounce it with i: and with i and elicit the right one. Drill the whole phrase.three times chorally, three times individually. "good value for money" The other day I went to the sales and I bought two shirts for the price of one. I got good value for money. CCQs:Did I pay less? Yes CCQs:Did I get more? Yes Elicit what kind of words: adjective+noun+prep+noun and tell sts this is called a noun phrase. Do I say: It's a good value for money? No I say It's good value for money. (we don't use the article a). Tell students you can use this phrase with get/be (I got ..../That's......) How many syllables? 6 Where's the stress? Focus on for that it's unstressed Pronounce the word once, Do backchain drilling, drill three times chorally, three times individually. 3. T: I heard that India is going to mass-produce a vaccine against COVID soon. mass- produce: CCQ1:Do they make a product? yes CCQ2:Do they make a lot of the same product? Yes What is it? Is it a.noun/adj/verb? It's a verb. It has two words, so it's a compound verb (noun+Hyphen+verb) How many syllables? Ss 2 Where's the stress? 3rd syllable. Drill (3 Ch and 3 indiv)

Listening for gist (6-8 minutes) • To provide students with an initial easy task to listen for a general understanding of the text and to listen for specific information

T: you will listen to an interview with Cristina ..., a scientist who is talking about the importance of Colour. Listen to the interview and tick the colours that she mentions. Check understanding of task: So, do you have to listen for the colours that are important? No Elicit an answer from one student about what they have to listen for. (Send the google forms doc with the task-check they got it- share audio in advanced mode-play audio) Students listen and do the task. Set sts into pairs to compare answers (If time is running out, do OCFB straightaway). Do OCFB.

While-Listening 2 (Listening in detail) (9-10 minutes) • To provide students with a more detailed task so they can process the text in more depth

Send Activity 2 through the chatbox and check they have got it. T: Now listen again more carefully and choose the right option. Check understanding of task. Play audio once more. Sts do the activity. Set pairs in breakout rooms. T: Compare your answers with your partner. You have 4 minutes to check. OCFB.

Post-Listening: Productive skill task (8-10 minutes) • To enable students to react to and personalize the topic of the listening text while they practise their productive skill of speaking

T: Now you will work in pairs. T: here is a set of questions to discuss. Please tell each other what you think and be ready to report to the class. You have 6 minutes for this. Check understanding of task. Send sts to breakout rooms for 5 minutes. Monitor. OCFB 1. elicit answers from different pairs and do content FB. 2. Do language FB. Say goodbye to students.

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