Hasan Ulvi EVREN Hasan Ulvi EVREN

Listening&Speaking Lesson
Intermediate level


In this lesson, there is a recording about some of the successful people and their secret of success. After lead-in, students will listen to the recording for gist first, and then listen to it again for detailed information. Finally, the lesson will finish with a discussion topic. The class will be divided into two groups. One of them will support the idea that talent is more important than practice, and the others will support the idea that practice is more important than talent.


Abc powerpoint slides
Abc handout (1)
Abc Laptop and sound system
Abc handout (2)
Abc cards
Abc Picture (the Genie)

Main Aims

  • By the end of the lesson, students will be able to improve their listening skills, including gist and detailed listening.

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of secret of success


Lead-in (4-5 minutes) • to enable students to relax and lead them to the topic that they will listen

After greeting the students, photos of three successful people in history will be reflected on the board one by one. Some questions will be asked to the students about those people. e.g. "- Who is he?", "-What do you know about him?", "-Why is he well-known?". After the students brainstorm about those successful people, the class will be divided into two groups. Then, three quotations will be reflected next to the photos, and the students will be asked to match the quotations with the photos with their group members. Finally, the groups will share their predictions in class and then the answers will be shown on the board by using OHP.

Listening for gist (6-8 minutes) • to make the students get the main idea of the listening text

Students are instructed to work alone and read the introduction to an article about success and guess what the secret of success is. Their predictions are shared in a W/C format. After that they are asked to go on working alone and listen to the recording once to check their predictions. Two ICQs are asked by the teacher; 1. "Are you working alone or with your friends?", 2. "How many times are you going to listen to the recording?". After they listen to the recording, they share their answers in a W/C format.

Listening for detailed information (13-15 minutes) • To enable students to develop ability to listen for detailed information.

A handout is shown to the students. They are asked to read the statements and decide if they are true or false. The handout is given to the students, but before listening to the recording, they are given some time to read the sentences and check if there is a new word for them. If there is a new word, it is elicited by the teacher, otherwise the students will listen to the recording and decide if the statements are true or false.During the activity, the teacher monitors the students, but not too closely in order not to distract their attention. After the first listening in this stage, the teacher plays the recording again if he realizes that there are incorrect answers. When the students finish listening, they are paired up and asked to compare their answers with their partners. e.g. "- Now, compare your answers with your partners". Next, a student is nominated to be the teacher to give feedback to the students. The answers are given her/him and s/he is asked to give feedback.

Post listening (optional activity) (6-8 minutes) • to make the students interact with each other by using the context of success

A question is written on the board by the teacher; "Have you been successful at English?". The question is drilled in class a few times by changing the last word; "Have you been successful at music?", "Have you been successful at history?", "Have you been successful at football?"...etc. Then, the first question is asked to a student by giving him/her the card that has the question on it, and after he/she answers the question, the card is passed to the person next to him/ her.

Freer Practice (10-12 minutes) • to enable students to discuss on a topic in the context of success

The class is divided into two groups and a discussion topic is given to them; "Which one is more important to be successful in life? talent or practice?". The first group (A) is asked to support the idea of being talented, and the other group (B) is asked to support the idea of practising a lot. There will also be pairs in each group to support their ideas separately. Some ICQs are asked to make it clear; 1. "Group A, are you going to support talent or practice?", 2. "Group B, are you going to support talent or practice?", 3. "Are you going to support your idea in groups or with your partners?". After they finish their discussion, one member from each group will be paired up and tries to convince the other about the secret of success in life. At the end of the activity, each pair will be asked about their final decision.

Emergency (3-5 minutes) • to use the extra time if needed.

A picture of a "genie" (related to the famous story "Aladdin's Genie") is shown to the students, and said that they have just one chance to wish from the Genie. The students are supposed to ask for just one talent that they really want to have and explain why they ask for it. The students think about their wishes, and then their ideas are shared in class.

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