Jaqueline Moreno Jaqueline Moreno

TP2 LP_Jaqueline Moreno
Upper Intermediate level


This is a listening lesson whose intention is to give learners the opportunity to practice and interact with different scenarios presented on their target language, focusing on their listening skills. In addition, they will practice some key vocabulary which they are expected to use on their daily routinces.


Main Aims

  • To provide listening practice for specific information and detail in the context of working in an open plan office

Subsidiary Aims

  • To consolidate lexis and common phrases used in certain contexts in work places such as offices or in our daily lives


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

1- Teacher greets students and shows some pictures then ask learners questions related to the topic of the lesson: Have you worked in an office? How was your experience experience? Do you like working at home or at your work place?

Pre-Listening (8-12 minutes) • To prepare students for the listening and make it accessible

2) T chooses 3 challenging words from the text and covers Meaning. 1- Tied 2- Pushed 3- Against 3) Ss are expected to match the word with the correct definition then T checks answers with the class. 4) Later, T explains Form, Pronunciation and Use of the word in different scenarios, as verbs/adjectives depending on the scenarios which are being used. Then nominates a student to make a sentence using one of those expressions. CCQ's: - Theo, in this context, is tied a expression or a verb? - Ana, when can we use these expressions?

While Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

5) T tells learners to listen to an audio to listen for gist information. T provides 2 questions in google forms about the audio so students have a general idea of what the listening is going to be about. 1.- What do you think is Judy's job in the office? 2.- Why did people keep interrupting Judy? 6) Learners go to breakout rooms and compare their answers in pairs for 3 minues. 7) T monitors and takes notes for OCFB after learners finish the activity. ICQ's: - Luis, how much time will this take? - Theo, are we working in groups or in pairs?

While Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

8) T tells learners to listen again carefully for specific information and plays the audio a second time. T shares screen to let students see what questions they are going to answer then provides a google forms link for learners to answer 5 questions about the audio while they are listening. 1.- Tina wanted to ask Judy about... 2.- What did Martin want to ask Judy? 3.- Judy tells chleo she is... 4.- How much time did Judy give Amanda to go back to her office? 5.- Why does Collen want to work in Judy's office? 9) The learners check the answers in pairs using breakout rooms (10min) before OCFB. T monitors students and takes notes for further feedback/comments. ICQ's: - Ana, are you going to discuss the answers in private message or in breakout rooms? - Theo, how much time is this going to take?

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

10) T projects the slides and tells Ss that they are going to discuss the following questions. T reads them out loud: 1.- Have you used one of the expressions seen in today’s class?Which ones? 2.- In what situations? 3.- If you have not, which phrases do you use when people interrupt you when working? 4.- Have you been overwhelmed with work? 5.- What happened? 11) After reading them, T tell students the instructions "You will be working in breakout rooms to discuss the questions. You will have six minutes to talk about this." ICQ's: - Ana, are you going to work in teams or pairs? - Luis, how much time do you have for this activity?

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