Alexandra van den Heever Alexandra van den Heever

Listening - News
Elementary level


In this lesson, students will focus on the context of news and will learn vocabulary often found in big news stories. They will listen to an example of news being told, and an example of people having a conversation about the news they heard.


Abc Activity 8

Main Aims

  • To provide detailed listening practice in the context of breaking news stories.

Subsidiary Aims

  • To provide clarification of vocabulary in the context of breaking news stories.


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

I will project an image of popular news sources Turkish people use (as provided by Ozgur). I will elicit from students what they are, and then explain the meaning of "news source". Students will work in pairs and tell their partners about their favorite news source.

Pre-Listening/Vocab (9-11 minutes) • To prepare students for the text

Teach students the vocabulary they need to know. I will give them a matching activity of pictures and vocab. I will have early finishers come up to the board and match them. During feedback I will ask CCQ's to clarify the meaning of the words.

Gist Task (5-7 minutes) • To provide students with less challenging gist task

Students will be given four pictures that relate to the vocab. They will be asked which vocab words could go with each picture. Gist - The listening will be played, and students will need to put them in order as they hear them.

Specific Information Listening (7-9 minutes) • To give students a chance to listen for specific information

Specific information - Students will be given Activity 3b and choose the answers that make the sentences correct according to the listening. They will be instructed to peer check, and then if I think they need the listening again, I will play it.

Pronunciation Focus (5-7 minutes) • To show students the stress on phrases used during conversations about the news.

Students will be given a short activity with a word bank. They must put those words where they belong in the blanks in four sentences. While they are doing that, I will write the sentences on the board. Once they are finished, we will fill in the blanks on the board together. Then I will work on pronunciation of the sentences and ask where the stress is.

Follow-up Task (6-8 minutes) • Give students a chance to speak in the using the context of the listening and use vocab

Put students in pairs. One student will get List 1 of news headlines, and the other will get List 2 of different headlines. Then they must tell each other about the stories using the sentences given.

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