Şansu Çimen Şansu Çimen

Listening Skills - The secret of success
Intermediate level


In this lesson, ss will improve their receptive skill of listening though the subskills of gist listening, listening for specific information and listening for details. At the pre-listening stage, Ss will also have an opportunity to learn or revise new words related to the topic in the context of success. The subaim of this lesson is speaking. Ss will also practise their productive skill of speaking about the same topic.


Abc True- False HO
Abc Summary gap-fill
Abc Speaking questions
Abc Article about success

Main Aims

  • To provide gist and specific information listening practice in the context of the secret of success

Subsidiary Aims

  • To provide fluency speaking practice in the context of the secret of success


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

T asks ss (or might write it on the board) " What's the best way to be successful at learning English?" Ss discuss with their pairs and if the number of the students allows, pairs may join other pairs and share their ideas. T elicits student's ideas in feedback.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T asks questions in order to elicit 6 pre-teach vocab. words from ss T writes all of the words on the left side of the board T elicits part of speech T drills and shows stress Then, T asks/writes "What is the secret of success?" T tells Ss that we are going to listen a radio programme and wants ss to read the article related to the programme T wants the students to read the article about "What is the secret of success?" T gives article handouts Ss discuss with their partners and share their predictions about the secret of success

While-Listening #1 (5-6 minutes) • To provide students with less challenging gist listening task

T tells ss that they are going to listen to a radio programme Tplays audio for gist listening to help students to find out if their predictions about the article were true or false T tells ss that they can take notes if they want to. T plays the track for once as it is a gist lstening task. T wants them to compare their answers with their partners T elicits answers from the students and gives feedback.

While-Listening #2 (5-6 minutes) • To provide students with less challenging specific information listening task

T tells ss to read the summary and guess the words for the gaps. T plays audio once again for specific information listening Ss listen to complete the summary. If the students have difficulty in filling the gaps T plays it again. Ss peer check in order to make sure about their answers T gives feedback

While-/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gives ss 3-4 mins to read the statements and decide if they are true or false. Ss listen again and check their answers. T asks them to mark the statements as true or false while listening. Towards the end of the listening, T monitors closely to see if they have the answers or not. If they have the answers we move on to peer check, if they haven't got the answers, we listen again. Then, Tprovides fb by eliciting the answers from the students of if there's no time,T gives the AK.

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

T gives 2 mins to read the questions and think about their answers. T gives question handouts Ss discuss in groups (or in pairs, as we had only 5 students in the previous lesson). T monitors closely, takes notes for any common errors for delayed feedback In feedback, T might nominate Ss from each group to share their group's ideas with the class.

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