Evgeniy Kalashnikov Evgeniy Kalashnikov

Listening: Health club
Grade 7-8 level


In this lesson students practise their listening skills mainly for gist and specific information and speaking skills in the follow-up free practice activity. The lesson starts with lead-in where students are asked to make a list of activities that people can do in a gym or a health club. Then there's some key language checking (the shouting dictation technique is used here as a listening activity aimed to engage the students; expose the target vocabulary and practise students' skills to cope with background noise). Then students deal with listening tasks which are based on a conversation between a sports club employee and a man who is thinking of joining the club. The last activity is a small project where students think of their 'dream sports club', draw it and present to the class.


Abc Student's worksheet
Abc Shouting dication cards
Abc Cards with words and stresses

Main Aims

  • • To provide litening for gist and specific information in the context of a conversation between a sports club employee and a person wishing to join the club

Subsidiary Aims

  • To provide fluency speaking practice in a mini project discussion in the context of sports clubs


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

Start your lesson with showing a picture of a gym/sports club/health club. Elicit what they can see in the picture. Then in pairs ask them to write a list of activities that people can do at a gym (Student's worksheet, task 1). Give a time limit of one minute. ICQs: T.: What must you write? T.: Are you working in groups or individually? T.: How much time do you have? After that elicit their ideas (one idea per group; one by one till they run out of activities) and write down them on the board. Then ask them: T.: Who goes to a sports club? T.: What activities do you usually do there?

Pre-Listening (10-10 minutes) • To prepare students for the text and make it accessible

For the shouting dictation technique provide some DEMONSTRATION: T.: Now we are going to do the following: let me show you. (Name), will you be so kind to help me. I have got some words which I will dictate to you. Your task is (what do you think?) S1: To write it down. (anticipated answer) T.: Good. Quite easy, isn't it?. But while one is dictating, you will be listening to some music. So try harder. T.: On the count of 3, start talking. (dictate your the words to (Name)): volleyball, boxing, badminton, gymnastics Stop the activity when you have finished with the dictation and check the words and move to the ACTIVITY. T.: Now we all are going to do the same activity. I'm going to give each of you a number from 1 up to 6. Remember it! Pair the students: (possible way) give each student a number from 1-6 (if there are 12 students) so they form 6 pairs. NB: students in each pair aren't supposed to sit close to each other. T.: Students with the same numbers are going to work together. Ask students to raise their hands calling out the numbers to check they understand who they are going to work with. Give one student of each pair a vocabulary card (check the materials). Explain when the first partner has finished dictation, the other does the same. Ask checking questions to see if all students understand the procedure. Do the activity. After that ask partners of each pair to come up to each other to check the words. Show the words. Elicit the meaning of the unknown words. Then show the dot stress pattern for one of the words and ask what it is and what the small and big dots mean. Distribute the small cards with stresses (match the words with their stress patterns). Hand out the cards with words and stresses and let the students work on the stress patterns. Ask for some feedback.

While-Listening #1 (4-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Tell your students that they are going to listen to a conversation between two people and they must decide where the conversation takes place and who the people are. Ask ICQs: T.: What are going to listen to? T.: How many people are talking? T.: What questions must you answer? After listening let students discuss their answers in pairs and then elicit their ideas. Answers: The conversation takes place in a health club. The woman is an employee and the man is thinking of joining the club

While-Listening #2 (10-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Draw the students' attention to Task 3 (Student's Worksheet). Give them time to study the information. Tell them that they are going to listen to the conversation once again. They must listen and spot any differences between the information on the worksheet and what they hear on the recording. Tell them that there are eight differences in total. Ask ICQs: T.: Is the information on the worksheet and the recording the same? T.: What do you have to do? T.: How many differences can you find? Play the recording After listening let students compare their answers in groups. Play the recording again and check answers by going through the recording and having students call out 'Stop!' whenever they hear a difference.

Post-Listening (9-11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Explain that students are going to be city planners and make a project of a sports club. Show the name of the project "A sports club of your dream". Elicit what things they might want to mention in their text (from the worksheet). Show the plan they will stick to. Divide the group into 3 subgroups. Elicit what else they might do. Give them enough time to get ready with the project. After that mix the students so in each new group there were representatives of each team. Let them discuss in new groups. (If there's not much time left, ask each team to present their projects) After they have finished, ask students what they have learnt about other projects. Thank students for their great work.

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