Regina Regina

Copy of TP5
Intermediate, B1 level


In this lesson, students will work on receptive skill development by listening for gist and specific information related to an interview with Steven Spielberg's interpreter in the movie 'Schindler's List'. After listening is completed, students will be engaged in productive skills with a movie questionnaire to practice accuracy and fluency in speaking.


Main Aims

  • To provide gist and specific information listening practice using a text about interview with a film interpreter in the context of the movie Schindler's List

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of movie questionnaire


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will go over the words 'translator' and 'interpreter'. I will give the students examples from my own life.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

I show a ppt with posters of different movies. I elicit what kind of film each one is and what all the films have in common. This is an open class activity. All of the movies were directed by Steven Spielberg. Jaws: adventure, thriller E.T. the Extra-Terrestrial: drama, science fiction Minority Report: action, thriller, science fiction Catch Me If You Can: drama, comedy Jurassic Park: adventure, thriller, science fiction

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist listening task

First of all, I group the students and focus the students' attention on the HO.I tell the students that these are some photos of Steven Spielberg and Dagmara Walkowicz-his interpreter on one of his films. I write two questions on the board along with the group names. Question1: Where are they? Question2: Which Spielberg film is that? I get the students to quickly discuss the questions in the groups and decide on an answer. Every group writes their answers on the board. I don't tell the students the right answers. Then, I explain the task in detail. They need to listen to the recording and check their answers.

While-Listening #2 (14-16 minutes) • To provide students with more challenging specific information listening task

I give out another HO with 5 sentences. I tell the students to listen carefully and mark the sentences True or False. I give them a minute to read the sentences before I play the recording. I will answer any questions they might have. I play the audio once the whole way through. If the students are not comfortable with their answers, then I will play the audio again.

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

Students do a whole class mingling activity where they all have to stand up and ask the same questions to each person in the class. Then they collate the results and give a little verbal report on their findings. In order for the activity to go smooth, I prepared a table for students. Questions for students are: Who would you like to be an interpreter for? Why? Where? In order for the activity to go smooth, I prepared a table for students. This is also linked to my lead-in which was eliciting the word 'interpreter' through my own experience as an interpreter.

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