Ginger Ginger

TP LP2 Ginger Caviness
Upper Intermediate level


In this lesson students will practice listening for both details and specifics in the context of art. In addition, they will learn the meaning, form, and pronunciation of selected vocabulary words drawn from the passage to which they will be listening.


Abc Power Point Presentation TP2
Abc Face to Face © Cambridge University Press 2013 Audio CD3 track 2
Abc Face to Face © Cambridge University Press 2013 Student Book p168

Main Aims

  • To provide specific information and detailed information from a conversation between two friends in the context of art.

Subsidiary Aims

  • To provide clarification of meaning, form, and pronunciation of words and idioms students will encounter in the listening exercise.


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

Show students the slide "It's Art! Or is it?" Ask the group what they like or dislike about the art pictured in the slide. Ask them to weigh-in on what makes something art. Tell the students that we will be listening to a conversation between two friends about art.

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

Use the vocabulary slide to help clarify for students the meanings of words and idioms they will encounter in the listening exercise. Introduce the vocabulary words, and ask if anyone needs clarification for meaning. Point out that these nouns can become verbs by removing the suffix. The verb forms will also be included in the listening selection. Ask students to volunteer to use the words or idiom in a sentence or restate its meaning.

While-Reading/Listening #1 (14-16 minutes) • To provide students with the information needed to understand and respond to detail questions in the listening task.

Introduce the selection by showing the Detailed vs. Specific slide and telling students that they will be listening to identify detail and specifics in this conversation about art between two friends. Ask for input and needed clarification on the difference between the two listening skills. Play the selection and send students to BORs to answer the questions on the left of the slide. Return to group and solicit OCFB.

While-Listening #2 (10-12 minutes) • To provide students the opportunity to listen for specific information and respond to the more specific queries.

Tell students that now that they have a general idea about the details and context of the conversation, they will listen one more time to discover specific facts about the selection and answer the questions on the right-hand side of the slide that I will reveal before playing the selection. In BORs students will compare answers and adjust based on feedback from their partners. Return to group to discuss the correct answers in OCFB.

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

Students will respond to the questions on the last slide in OCFB, as answers are subjective this will provide an opportunity for students to listen and share ideas. This will enable a review of the vocabulary and content of the listening selection as well as provide for DEC.

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