Brenda Burgos Brenda Burgos

TP2 Elementary Listening Lesson
Elementary A1-A2 level


In this lesson, ss will develop the listening subskills for gist and specific information.


Main Aims

  • To provide listening practice and develop ss subskills for gist and specific information.

Subsidiary Aims

  • To provide speaking practice for context about a time they were late for work, an important meeting, or event.


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

Lead-in: Share pictures 1 and 2 on page 64. Ask ss what they think is happening in the photos. (a man is late for work, for a meeting, etc.) Give ss 2 min to talk about the pictures with a partner in a BOR. CCQ: How much time do you have to talk about the pictures?/2min Give ss feedback on their conversations in OC. Ask ss to raise their hand if they have ever been late to work or an important meeting.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

Pre-teach vocabulary: Ss will match the words by drawing an arrow to the correct definitions and practice the pronunciation of these words in complete sentences. Drill chorally and individually nominating ss. 1. meeting 2. notes 3. contract

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

For gist listening, T will tell ss that Frank has a problem. Send ss google form with 3 possible problems. Ask them to think about Franks problem as they listen and once the audio has finished playing they will choose the problem that they think Frank has: a) Frank can´t get a taxi. b) Frank is late for a meeting.* c) Frank forgot his report. Share results with the whole class once everyone has answered. CCQ- What are you going to do first, listen or choose the problem?

While-Reading/Listening #2 (6-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

For specific information task, T will send ss another form and they will choose the correct answer for each statement as they listen. Tell them they will check with a partner after they answer and then send the form. CCQ- Are you going to choose the answers while you listen or after?/While Put ss into BOR with a partner and allow them to check their answers. (3min) Send audio through chat so they may refer back to it. Check answers together in OC.

Post-Reading/Listening (10-15 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

Share on screen 3 typical reasons for people being late. alarm didn´t go off car broke down traffic Ask ss to think of one or two more and write these down as well. Tell ss they will talk with a partner about a time they were late for work, an important meeting, an event, etc. Ask them to mention WHEN and WHY they were late. (8min) CCQ- What information are you going to share with your partner about being late?/When I was late and why. Provide DEC in OC feedback after the production stage. (5min)

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