Listening at Upper
by Sam Smith
- Lesson plan 3
of the Lesson
Warmer - To introduce the topic and begin the lesson.
groups - 2 mins
'mice', 'popcorn', 'children', 'your brain' and 'luxury' on
the board. Sts predict the topic of the lesson.
2. Reading and discussion Q's - To set the
context and activate schemata.
of 3 - 12 mins
Sts read a very short text about research on mice and discuss
its content based
on questions. 2 sts discuss while a 3rd person observes for
interruptions, (dis)agreeing and 'who is the better speaker'
and then feeds back.
1st listening - To listen for gist and to get students
used to the video and consider paralinguistic and facial clues
as well as spoken ones.
class + pairs - 7 mins
watch and listen and answer the following questions: What's
the relationship between the 2 speakers?
Are they discussing it for fun or seriously?
Do they interrupt?
Do they speak at the same time? - Is this natural?
Who is the better speaker? Why? - Think of how they speak
and also how they move and sit
Who did you understand better? Why?
2nd Listening - To Listen to identify topic areas.
class + pairs - 6 mins
listen and tick the topics they hear from a selection.
+ Question - Why is recognising topic areas important?
3rd listening - To listen for more specific answers,
practising perception on key areas, essential to meaning
class - 9 mins
answer true / false questions about the opinions of the speakers
whilst listening twice.
Listening and reading tape-script - To allow students
to see the areas they have most problems with.
class + pairs - 7 mins
1st read the tape-script to find the answers to the true /
false questions then listen and read at the same time to identify
problem areas, before comparing with a partner and discuss
why these areas were problematic and what can be done to help.
1st Prediction and gap fill of small parts of the tape-script
- To focus on speech features: repetition, fillers, correction
+ whole class - 5 mins
fill, without listening a small section of the tape-script
then listen to compare their predictions and see if they can
hear what was said, followed by brief discussion of these
2nd prediction and gap fill - To focus on ways of
+ whole class - 3 mins
repeat the last stage with a small part where one speaker
agrees with the other.
Drilling with the tape-script - To give students a chance
to handle fast speech orally.
+ whole class - 4 mins
first practice in pairs a small part of overlapping, fast
speech from the tape-script, then repeat with the video several
2nd discussion - To put into practice the areas of
conversation we have been focusing on.
- 4 mins
pairs sts use prompts to have a discussion about other ideas
related to the same topic.
the lesson materials
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