Bri Bri

Studying and Degrees
Advanced level


In this lesson students will practice their listening skills as it relates to a conversation on the educational pursuits of others. Students will also increase their vocabulary as it relates to degrees and levels of higher education. Students will reflect on their own experience to give suggestions for others.


Abc Face to Face Student Book

Main Aims

  • To provide listening practice for specific information and details in the context of studying, degrees, and academic pursuits

Subsidiary Aims

  • To enable students to use vocabulary related to university life and give recommendations based off of their personal experiences


Warm Up (5-8 minutes) • To set lesson context of post graduate studies and encourage thoughts on what university life entails

Students will be shown the word 'Education'. Next they will be prompted to share words they think of after seeing 'Education'. A brainstorm chart will be created using their words. Teacher will encourage a class-wide discussion as to what the students' words mean and why they chose them. These words will be reviewed at the end as well as pronounced by the class to ensure proper pronunciation.

Pre-Reading (5-10 minutes) • To prepare students for the listening and make any unknown keywords recognized and understood

The review of vocabulary will continue from the warm discussion about education-related words. Teacher will introduce possibly unmentioned words, particularly "Post-graduate" "Master" "Open university" "On campus" "Uni" and "Student loans". Enquire as to if the students have heard of such words and their meaning. If not describe using a cline or timeline what the levels of university education is and how a student can go about obtaining them. After each definition check to ask if students have encountered such words and how they feel about them, 'student loans' in particular as it has become a hot topic in current events.

Listening #1 (8-12 minutes) • To provide students with less challenging gist listening tasks of finding 3 people

Students will be told prior to the listening of the three people mentioned in the conversation. They will be shown three names and three facts. These facts will be reviewed for word clarification then covered once more. While listening they will focus on what academic pursuits each person underwent. In an attempt to match the names to the memory of the 3 sentences. After an initial listen, the class as a whole will match the pursuits of each person to their names. If class incapable of activity, or having difficulty with retention, see time stamps (0:25), (0:33), and (2:06).

Listening #2 (15-20 minutes) • To provide students with a more challenging, detailed-oriented listening task in 3 groups

Students will be divided into three separate Break Out Rooms. Each room will be given via chat a piece of the narration with key words missing. The will have a minute to discuss their tactics, if they chose to work individually or as a group and then the audio will be broadcast once more. Their task will be to try to fill in the blanks with whatever words they hear. There will be a fifteen second pause between each section to give the team time to finalize their answer. After, as a group we will come together to review each word with a side by side comparison. Special focus will be paid to their presumed words for pronunciation and form correction.

Post-Listening (10-15 minutes) • To provide with an opportunity to expand on what they've learned and reflect on how their personal experiences mirror the characters in the listening task

Students will be redistributed to different break out rooms. In pairs and drawing from their own experiences, the audio, and their own world view, they will, using complete sentences, write what they believe to be the best piece of advice for Jess and Tony on their academic pursuits. These sentences will be submitted on Survey Monkey to be referenced anonymously with the class. These sentences will serve to address any errors in grammar, lexis or pronunciation that are repeated by multiple classmates. If no errors found, use pocket activity of debating the benefits of collegiate levels.

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