Michael Galant Michael Galant

TP7 - Galant
Intermediate level


In this receptive skills lesson, students practice their listening skills, both for gist and for specific information. Students will also have the opportunity to review vocabulary, some of which they likely already know, that is found in the listening. The context of the lesson, or what the listening is about, is a conversation on the radio about the Rolling Stones, particularly about whether or not they are too old to continue performing.


Main Aims

  • To provide practice listening, both for gist and for specific information, in the context of a Radio show about the Rolling Stones.

Subsidiary Aims

  • To clarify and review vocabulary, attitude adverbs in particular, in the context of a listening on the age of the Rolling Stones.


Warmer and Lead-in (4-5 minutes) • To generate interest in, and activate schemata for, the lesson's context.

T begins lesson by playing portion of an old Rolling Stones music video on the projector (http://www.youtube.com/watch?v=u6d8eKvegLI 0:15-1:10). T then elicits name of band. T plays a clip of another video, this time more recent, showing their age (https://www.youtube.com/watch?v=poXvMBhjSWk 0:00 to 1:00). T asks Ss if there are any Turkish bands that are old but still playing. T instructs Ss to, in their groups, write down some reasons that they think the Stones are and aren't too old.

Listening for Gist (5-7 minutes) • To provide listening practice in the sub-skill of listening for gist.

T informs Ss that they are going to hear a radio show discussion about the age of the Rolling Stones. Ss are to listen, and note some reasons that the Stones should stop performing, and reasons that they should continue to perform. T then plays recording 3.09 once. FB: Ss discuss a few reasons in their groups. T then elicits responses from WC.

Listening for Specific Information 1 (6-8 minutes) • To provide students listening practice in the sub-skill of listening for specific information.

T chests True/False HO, instructing students to listen again and circle True or False for each sentence. T distributes HO. T gives Ss 2 minutes to read it over. T plays recording again. Ss complete while T monitors. FB: T instructs Ss to check their answers in pairs. T writes answers on WB, asking for further clarification only on problem areas.

Listening for Specific Information 2 (5-7 minutes) • To provide students more listening practice in the sub-skill of listening for specific information.

T elicits from Ss an adverb that ends in -ly. T instructs Ss to listen one final time. This time, they are to count how many times they hear an adverb that ends in -ly. T plays recording for final time. Ss complete while T monitors. FB: T asks Ss how many they found in order to see who found "the most." T then reveals actual number that were in the listening (14), and hands out text of the listening with -ly adverbs highlighted.

Language Clarification (8-10 minutes) • To clarify the meaning, form, and pronunciation of the lesson's sub-aim TL through guided self discovery.

T chests HO on TL. T instructs Ss to complete handout on their own, first matching the words to their meanings, then answering the fill in the gaps. T distributes HO. Ss complete while T monitors. FB: Ss check answers in pairs. T distributes answer keys. T only goes over problem areas. T drills for pronunciation of TL.

Production (10-15 minutes) • For students to engage with the listening by basing a discussion off of its content, using the TL and practicing speaking and listening skills.

T instructs Ss to get into two circles, an inner and an outer circle, facing each other. Ss are to think of a band that they saw live. If they have never seen a band live, think of a band they saw on tv or in a movie. Ss are to talk about their opinion of the band's performance using TL. Ss discuss for one minute each, then the outer circle moves by one person, like a "speed dating" activity. Ss discuss while T monitors. FB: Delayed error correction of TL. If-time: Change topic, having Ss discuss what they feel they are "too old" to do. FB: Delayed error correction of TL.

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