Galina Galina

Upper Intermediate (B2) level


Listening Skills Lesson


No materials added to this plan yet.

Main Aims

  • To develop students’ skills of listening for gist and specific information in the context of wild animals living in the city

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of wild animals living in the cities


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

Share a Google Slide showing pictures of wild animals in the city. What do you see in these pictures? (Elicit the names of the animals: bear, rattlesnake, deer, turtle). Where are these animals? (Answer: in the city). Do they normally live in the cities? (Answer: No. Elicit: wild animals). Share Google Slide with questions, and ask Ss to answer the questions: 1. Tell us about 4 wild animals that live in the cities in your country. 2. Have you ever met them on the street? Would you be scared to meet them? Students share their ideas in a class.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

Share Google Slide to cover the meaning of 'frightened', 'hazard', 'take up residence'. Ask Ss to fill the gaps in sentences using words/phrases: 'frightened', 'hazard', 'take up residence'. Ask Ss to match the sentences with the pictures. Answers: 1. Drew is so frightened of spiders, she starts screaming every time she sees them! (picture C) 2. Carlos and his family decided to take up residence in a new neighbourhood (picture A) 3. Toxic chemicals can be a serious health hazard if you are not careful (picture B) - Frightened (adjective) /ˈfraɪtənd/ CCQ: When do you feel frightened? Are you frightened when you watch a horror movie? Are you frightened when you meet a wild animal? (Yes). What other words we can use instead?(afraid, scared, terrified). FCQ: Do you use frightened when you describe your feelings or something that makes you feel fear? (feelings). How do we describe something that makes us feel fear? (frightening). This movie was frightening /ˈfraɪtənɪŋ/ - Take up residence (phrase) /ˈteɪk ˈʌp 'rezɪd(ə)ns/ CCQ: When you take up residence, do you go to a new place? (Yes) Do you start living there or just stay there for a while? (you live there). What is another way to say it? (to move to another country/city). FCQ: What do we call a residence if it's not temporary? (permanent) She took up permanent residency abroad. - Hazard (noun) /'hæzəd/ CCQ: Is hazard something dangerous? (yes). Should you avoid hazard? (yes) What are the words associated with hazard? (risk, threat, danger, damage). FCQ: Can hazard be a verb?(yes) to hazard - to risk doing something, especially making a guess (Would you like to hazard a guess?).

While-Reading/Listening #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Share a Google Doc link in the chat. Ask Ss to listen to an interview with a television producer, Rachel Hudson and answer the questions from the link. Send the questions in the chat in case they can't open the link. 1. What inspired Rachel to make a programme about foxes? 2. What was her initial attitude to foxes? 3. What did the people in the neighborhood think about the foxes? Answers: 1.She saw foxes playing with their cubs in her garden. 2.She was surprised to see wild animals in London. She thought they were cute. 3.Some people treated them as potential pets. Others saw them as a health hazard. Give Ss 3 minutes to compare answers in pairs in BORs. OCFB

While-Reading/Listening #2 (10-11 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Send Ss a link to Google Form and give Ss time to read sentences 1-5. Ask them to listen to an interview again and choose True/False in Google Form and correct the false sentences. Make it clear that they need to correct false sentences on a piece of paper. ICQ: Do you choose True or False on Google Form?(Yes). Do you correct false sentences on Google Forms, too? (No, take notes on a piece of paper). Answers: 1. Rachel lives in London (True) 2. Everyone in the neighbourhood fed the foxes (False: some people fed the foxes) 3. Some people bought food especially for them (True) 4. Foxes killed a neighbor's chicken (True) 5. Foxes never go into people's homes (False: they occasionally go into people's homes) Give Ss 3 mins to compare answers in BORs before OCFB.

Post-Reading/Listening (16-17 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Share a Google Slide and draw Ss attention to the questions on the slide. Give Ss some time to think about the answers. Ask Ss to discuss these questions in BORs and remember their partner's answers. Give Ss 6-7 minutes. 1. What do you think about the fact that wild animals live in the cities? Why is it happening? What are the advantages and disadvantages of having wild animals in the city? 2. Look at these headlines on BBC and Fox News websites. What do you think about them? How did the pandemic affect the wildlife? Monitor students talking in BORs and take notes of errors and good language. Conduct feedback on the task. Use whiteboard for Delayed Error Correction.

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