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TP2 Listening
Upper Intermediate level


In this lesson students practice listening skills by watching a video about children's eating habits. They listen for gist by trying to find the two main ideas of the listening and then for detail by deciding what. Afterwards, they students will reinforce there learning by answering questions about table rules they had as a child.


Abc youtube video children's eating habits

Main Aims

  • To provide listening practice for gist and specific information in the context of children's eating habits

Subsidiary Aims

  • To provide clarification of of vocabulary in the context of children's eating habits


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Teacher asks students "Were your parents strict about food and mealtimes? Were you a picky eater? What would you eat or not eat? Teacher gives a model for students to follow: "My parents were not strict about food or mealtimes. We were allowed to it whenever and whatever we wanted. I was not a picky eater. The only thing I did not like was onions." Students would answer this in class as the class size have been small. However, if we have more than 3 students I will put them in breakout rooms and have them answer the question.

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

Have the students work in groups of 2 to learn new vocabulary through guided discovery. (3min.) Have students return for OCFB and check answers. (2 min.) Call on individual students to tell what form each underlined word is. (2min.) Teacher has slides that show pronunciation in ILP. Teacher breaks down each word into how many syllables, stress, model, then drill. (3min.)

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher shows the slide with two questions and tells the students " There are two main topics discussed in this video, you need to listen and tell me the main topics." "Are you listening for details? No" Students watch the video Students pair check in the break out rooms (2min.) OCFB (2 min.)

While-Reading/Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher puts questions in the chat for students to have for the next activity. "What we are going to do is watch the video again and decide who felt that way. Collin is obviously the man. But "Who is Val?" "Who is Amanda?". "The first question is who was frustrated over all the food that was wasted?" " Collin " Students watch the video again and answer the questions. They check their answers in private chat by putting C, V, A (1 min) OCFB (2 min.)

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher asks the question "Do you think kids should have to eat everything on their plate before they can leave the table?" Why/Why not? "What are some mealtime rules you had in your house? Teacher answers as a model: " I do not think children should have to eat all the food on their plate because it leads to over eating." " We had to eat at least one bit of each dish to try it before we said we did not like it." Teacher places students in groups of two in the BOR in order to answer the questions. Teacher listens in to find 3-5 sentences to praise and/or correct. DEC Students return and with the teacher praises or corrects the sentences.

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