Nancy Meckel Nancy Meckel

Intermediate level


This is a listening lesson with the intention of providing SS with opportunities to develop listening skills and interact with a 2-part recording.


Main Aims

  • To provide gist and detailed listening practice in the context of a two-part recording about favorite snack foods.

Subsidiary Aims

  • To provide clarification of 3 to 4 possible blocking words in the listening text through use of the MFP framework..
  • To provide SS with the opportunity of speaking practice to communicate ideas in the context of the listening text and the topic in general in pair and small group tasks and within the whole class.


Lead-in (2-2 minutes) • To set listening lesson context and engage students

1. Introduce the session as a listening lesson. 2. Using visuals on PPT Slide 1, use CCQs to elicit the word FOOD for preliminary context. SNACK . 3. Show PPT slide 2 with pictures of nicely prepared meals on side A, divided by a line from side B pictures of snack foods. Ask SS to look at the photos for a minute and think about the differences between the photos on either sides of the slide. The question is written at t?he top of the slide: What is the difference between the food on side A and the food on side B OCFB: Elicit answers that include simple aspects of meals and snacks.

Pre-listening: MFP (5-7 minutes) • To provide SS with the opportunity to familiarize themselves with 3-4 potential blocking words prior to listening to the recording.

SS look at Slide 3 which has photos of 4 snack foods and the 4 words: BAKED, DIP, FRIED, SAVORY. MEANING: Working with the whole class, images are reviewed. Then T asks SS to match up the words with the pictures. CCQs were asked, such as What do you think these are? (Donuts) What are donuts fried in? (oil) Each of 4 words were discussed for meaning. Then followed by form for part of speech of the words and pronunciation with syllable count, pronunciation and attention to the ending consonants of baked, dip, fried, and minimal mention of the base forms of those verbs. T models pronunciation, SS repeat.

Listening for gist (2-3 minutes) • To provide students with less challenging gist listening tasks to establish basic comprehension of the text.

Tell SS that they will listen to a 2-part recording in which a man and then a woman each speak about their favorite snacks (each 1 snack). SS are shown a PPT slide 4 with photos of 4 snack items. As they listen to the recorded text, SS are to identify which 2 snack foods shown on the slide are the man and the woman talking about. Play recording once. OCFB: Elicit answers from SS. Check for agreement among the SS, also as a way to get more SS participating.

Listening for detail/specific information (8-15 minutes) • To provide students with more challenging detailed, deduction and inference listening task

SS are shown TP2_Jam_Detail-Questions. The statements in the frame are either paraphrased information from the recording or information that is not provided. Read through statements together. Task: SS listen to the recording again, this time carefully and for detail, then decide which of the statements match information given in the recording and which do not. SS pairs will then be put into breakout rooms and work with their partners to decide which statements correspond to information in the recording and which do not. OCFB: All SS then come together and their answers are discussed among the whole class.

Post-Listening Production Task (12-15 minutes) • To provide SS with the opportunity to practice speaking by expanding on the topic of listening text and covered material by working and communicating within a group and in the whole class.

SS to be broken into 2 - 3 groups in BORs. SS will each talk about their favorite snacks. Then SS will agree on 1 snack from their country to focus on together. SS are to imagine that they are talking to someone who is visiting their country for the first time and S is telling that person about the favorite snack. Review questions TP2_Group-Work with SS. Explain to SS that they do not have to use all the questions. SS can make up some or all of their own questions. A link to TP2_Group-Work will be available to them in the Zoom chat. Give Ss about 7 - 8 minutes. With all SS back from the BORs, nominate 1 or 2 speakers from each group to talk about the snack. Encourage all group members to say something. Elicit group interaction in which SS from other groups ask questions. 8 min.

Post-Reading / DEC (2-3 minutes) • To review 2 or 3 corrections of language mistakes noted by T during class without discouraging SS or stymieing SS' motivation to speak in classion which could stymie fluency by leaving SS discouraged about speaking.

Introduce the purpose: review of 2-3 mistakes I picked up during class. Best criteria for selection are the mistakes made by more than 1 person. Write a mistake on the whiteboard or in Jamboard. Elicit correction from SS, then write the correction on white board. Continue this way for the other 1-2 mistakes.

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