Rayza Romero Rayza Romero



This is a listening lesson which provides students with listening skills in the context of conversations at a party.


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Main Aims

  • To provide specific information and detailed in the context of Conversations at a party.

Subsidiary Aims

  • To provide clarification


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

I will ask my students to discuss the following question: Are you a sociable person at a party? I will ask my students to answer this question in a open class discussion.

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

I will prepare students for the listening by providing them with MFPA of the following words: I´m really PLEASED with you work this term. CCC: Am I upset or sad about your work? NO David´s WHEREABOUTS are unknown but some people think he is in Mexico. Somewhere CCC. Do we know exactly where in Mexico is David? NO What a SHAME that you couldn't go to the party CCC: DO I think it was great that you couldn´t go to the party? NO I will also model each words so students can imitate the sound.

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

Students will listen to conversations at a party in which they have to listen for specific information by completing the following sentences on a google form. Matt is Carol´s _____________. Natalia is the new ________________. Jackie lives ______________. Ben works at the same _______________ as Matt. Liam and Amy met at Carol´s ____________. Amy is Carol´s __________.

While-Listening (12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks.

Students will listen to conversations at a party again and then tick true sentences and correct the false sentences. Natalia is from Brazil. Natalia´s boss is David. Ben lives three miles away. Jackie works at a Chinese restaurant. Carol is upset that Liam came to the party. Liam is a lawyer.

Post-Listening (11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will have students respond to the content of the audio by answering the following questions in the breakout rooms between them while I monitor them. If you don’t know anybody at a party, do you start conversations with strangers? Why or why not? What do you talk about?

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