Elsa van Latum Elsa van Latum

TP8: Listening
Elementary level

Description

In this lesson, Sts will practice listening for gist in a text about renting a flat. Before the listening, there will be an extensive review of furniture and house lexis and some new vocabulary (e.g. furniture, estate agent, and bills) will be introduced. The three listening tasks will all focus on listening for gist and will use the vocabulary that was pre-taught in the first stages. The post-listening activity will be a role play, in which the students will be asked to act out a scenario that could follow the scene in the listening track.

Materials

Sl8uild6qao62q4ycfpc untitled HO1
Qlytxlgutlubdqnrprzq ho3 HO2

Main Aims

  • To provide gist listening practice in the context of renting a flat.

Subsidiary Aims

  • To provide clarification and review of rooms and furniture in the context of renting a flat.
  • To provide fluency speaking practice in a role play in the context of renting a flat.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T projects pictures of different types of houses on WB and elicits what type of houses they are. T asks Sts to discuss about which house they would like to live in. What are good things and bad things about living in certain types of houses?

Exposure (5-8 minutes) • To draw students' attention to the target language

T asks: 'What rooms are there in a house?' and writes Sts' answers on top of board. Words that need to be mentioned are: hall, lounge/living room, dining room, bathroom, kitchen, bedroom, balcony. If a room isn't mentioned, T elicits it by using visuals. T makes columns for: Hall, Lounge/Living room, Dining room, Bathroom, Kitchen and Bedroom. T divides class into 6 teams, each corresponding to a particular room. T gives each team a large sheet of paper. Sts are now instructed to come up with as many things as possible one could find in their room. After a few minutes, Sts are asked to stick their papers on WB. T elicits from other Sts if they can add something. T checks if all necessary words have been mentioned and elicits those that haven't with visuals. After each word, T drills complicated words if necessary. T elicits 'furniture' by asking if anyone knows what we call the things in the rooms. It is a collective noun.

Pre-Listening (3-6 minutes) • To set the context for listening task.

T shows a picture of Ana and Carlos and elicits where they are/what they are doing. Ana and Carlos just moved to England and are looking for an apartment. T elicits Estate Agent (someone who sells buildings and land as their job), Move in (to begin living in a new home), and Bills (a piece of paper that tells you how much you must pay for something). • What do we call the collective noun describing table, chair, sofa, etc.? (Furniture) • Where do we wash our clothes? (Washing machine) • Where do we was our plates? (Dishwasher) • What is the difference between a cupboard and a wardrobe? (A wardrobe is for clothes, a cupboard usually isn’t)

While listening 1 (5-7 minutes) • To provide practice in listening for gist

T tells Sts they are going to listen to an estate agent showing Ana and Carlos a flat they are thinking of renting. T sticks a large copy of the floor plan on WB and explains that the students need to write down the names of the rooms in the correct place. T distributes the HO and plays the track once. After, T nominates Sts to share their answers while T writes the rooms on the HO.

While Listening 2 (4-6 minutes) • To provide practice in listening for gist

T explains that Sts will listen to the recording again. This time they should write down the name of two items they hear for each room. 'For example, if you hear the estate agent say: "there is a bed in the bedroom", write down "bed" in bedroom'. T plays recording again. Sts check their answers in pairs and after a few minutes, T writes down the answers on HO.

While Listening 3 (Could potentially be skipped) (4-6 minutes) • To provide practice in listening for gist

T sticks a large version of HO2 on WB and explains that Sts will now listen again and fill out the form. First, the Sts will read through the form and write down anything they remember. T answers potential Qs about terms on the form. T plays recording again and lets Sts check their answers in pairs. T writes down answers on large HO when Sts are almost done.

Free practice (7-9 minutes) • To provide free speaking practice while using the TL

T explains that Sts will now pretend to be Carlos, Ana and the estate agent. One will be Carlos, one will be Ana, one will be the estate agent. T divides class into groups of 3 and assigns the roles to Sts. T explains that there is a problem with the apartment and they want the estate agent to fix it. Carlos is really angry because he has called 3 times already and his mother is coming to visit. Ana is not that angry but she wants the problem to be fixed. She does not like Carlos' mother. The estate agent is not happy to see them. T distributes role playing cards and lets Sts read them and ask any questions. They will speak in their groups for a few minutes. After that, T will ask one or two groups to act out their role play in front of the class.

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