SE1 Unit 3

Listening & Speaking, Pages 74 - 75

This is an SE1 Unit 3, Listening and Speaking lesson in which students listen and demonstrate understanding of the text, both its general content and details. They will also listen and identify the interview questionnaire phrases and discuss and compare their own free time activities.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.

Lesson Plan SE 1.3 Listening

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·         It is a Listening lesson, supported with speaking.


Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         Listening (listening for the accuracy of their prediction, detail in the text and personalizing)
·         Phrases for the function of interviewing for a questionnaire about leisure activities


Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
·         Yes (personal), comparing what they do in their free time, and whether this is similar or different.


Objective:  Students Will Be Able To…. 

·         Listen and demonstrate understanding of the text, both its general content and details
·         Listen and identify the interview questionnaire phrases
·         Discuss and compare their own free time activities
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)

Can listen and understand main points and some important details of

·   Short monologs and dialogs

·   With relatively straightforward language

·   On a range of topics of interest and regularly encountered matters found in media (e.g. radio and film) such as plot and characters

·   That are delivered clearly.

Can interact orally to start and maintain a conversation (e.g. greetings, asking and answering questions, giving opinions and advice, responding to ideas and news of others)

·   On topics of interest and familiar matters

·   Of a primarily concrete nature (e.g. everyday life, travel, current events.)

When and how will I check my students’ progress toward the objective(s)?
·         I can hear and see Ss answering questions about the listening passage and filling in the grid
·         I can hear Ss talking about their ideas of free time activities in comparison with those in the listening text.
Required materials and/or resources:
·         SE1.3, Pg 74, Act. 1,2 & 3 and Worksheet derived from Pg 75 Act 2


Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?

·         The teacher breaks down functions, genres and skills into smaller component/skills/parts in order to present realistic ‘chunks’ of the language for learners to process.

·         The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others





By the end of the stage, students will be able to


(Why do we want our students to do this?)

Interaction Pattern &




10 min
Demonstrate understanding of some words or phrases they will meet in the listening and use in the speaking
Demonstrate recognition of different types of forms
Demonstrate their ability to predict the general content of something they will listen to
Ss need to review or understand some words or phrases in order to help them listen more effectively and to help them do the lesson activities.
Ss need to understand the context of the listening they will do.  They also need an opportunity
Ss need to practice predicting what they will listen to.  This will help them improve their listening skills.
Ss-Ss, Ss-T, T-Ss
Pre-Listening: Setting the Scene and Vocabulary
·         T makes two columns on the board.  Down the left column, the T writes the following list of words: listen to, surf, go to, watch, take part in, go, ride.  Down the right column the teacher writes:  camping, team sports, music, the web, a bicycle, concerts, TV.  T asks Ss to work in pairs and to match the words in the left column with the correct phrase completion on the right. (Answers: listen to music, surf the web, go to concerts, watch TV, take part in team sports, go camping, ride a bicycle)
·         Ss work together and T monitors, noting unknown vocabulary.
·         After Ss have discussed the vocabulary, T brings class together, and helps Ss to understand any unknown vocabulary and checking their understanding.
·         T asks Ss what these phrases are all examples of (answer: leisure activities), and writes the phrase on the board. T asks Ss for other examples of leisure activities.
·         T asks Ss to look in their book at Pg 74, Act.1.  T asks Ss what the form is (an application form, a hotel booking form or a questionnaire) and why.  T confirms the correct answer and reasons for that answer.
·         T asks Ss to predict what they will hear as they listen.  T write Ss answers on the board (e.g., more than one person talking, someone asking questions, someone giving answers, a man talking, a woman talking, someone talking about what s/he likes to do, etc). 
(The vocabulary activity could be done as a handout or the T could make sets of cards which Ss use to match phrase beginnings and endings.)
Pg. 74
Act 1
5 min
Listen to the text and say whether their prediction was correct
Asking Ss to listen and find out if they were correct is a simple, motivating task that gives them an opportunity to practice listening quickly for the main idea (or gist)
T-Ss, Ss-Ss
Listening 1 - Checking their predictions
T asks Ss to listen to the conversation about the chart on Pg 74, to see if their predictions/guesses were correct.
T gives Ss time to compare their answers in pairs/groups.
T checks correct answer with the entire class.
Pg 74 
Act 2
5 min
Listen to the text and, according to the speaker’s answers, to  tick the correct leisure activities “Yes” and to write down any additional activities
Ss need to understand the text in greater depth; one of the ways to do that is to understand how the form is being used, and why.
T-Ss, Ss-Ss
Listening 2 – Deepen Understanding
T tells Ss to look at Pg. 74, Act. 3 in their textbooks.  T explains the activity and models it first, making the motion of putting a tick next to an answer as an example, asking concept-checking questions (CCQs)[2] to check understanding as necessary.
Ss listen to the text and, working alone, fill in the chart.
When they have finished, Ss check their ideas in pairs/ groups of three. T monitors.
T quickly checks with the whole class to make sure Ss have the correct answers and addresses any problems.
Pg 74 
Act 3
10 min
Categorize standard phrases that are part of the function of interviewing, recall whether or not they were present in the listening text, and if so, which ones
Ss need practice identifying specific phrases that are used as part of the function of interviewing someone.
Ss-Ss, T-Ss
Pre-Listening 3 – Key interviewing phrases
T tells Ss to look at the worksheet (created from Pg 75, Act. 2 of the book) and discuss the words and phrases. T tells Ss to put the words and phrases into the correct column. (See below for different ideas.) T models an example and assures Ss it is okay if they are unsure of some of them.
T monitors, noting any problems the Ss have and assisting where necessary. After Ss have completed the categorizing, T brings class together, addressing any problems and checking understanding.
T asks Ss whether or not they heard any of these phrases in listening and if so which ones.
T asks why the phrases are used (answer:  formality/politeness)
(Based on
Pg 75,
Act 2)**
10 min
Listen to and tick any phrases from the previous activity that are present in the listening text.
Ss need practice identifying specific details and phrases of a text, especially ones they will use in the upcoming the speaking activity.
Ss-Ss, T-Ss
Listening 3 – Identifying phrases used in the interview
T tells Ss to listen to the text and put a tick next to the phrases they hear.
Ss listen and tick.
Ss compare answers in pairs/groups. 
T elicits the phrases used in the listening.
Pens / pencils
Listening text
10 min
Compare and discuss their own free time activities
Ss need an opportunity to explore and connect with their own free time activities and compare them to those being talked about in the passage in order to better understand the text, and themselves.
Ss-Ss, T-Ss
Speaking (Post-listening)
T asks Ss individually to think about what they do in their free time.
Ss use phrases from Pg 75, Act. 2 to interview 3-4 other Ss.
Whole class: T elicits examples of leisure activities Ss found during the interview from 2-3 Ss/groups.
** For this activity, the work sheet should have four columns: 
Addressing informants
Opening the interview
Asking more questions
Closing the interview
Under the columns, please jumble the phrases so that they are not grouped together or in the order they appear in the book.  In pairs/small groups, Ss decide which column each phrase goes into and writes it in the column.  Alternatively, you can prepare sets of cards for each group.  On each card is one of the phrases. Ss work together to place them in the correct column.  You could also put the four columns on the board and create one set of cards with the phrases on them.  Put the cards so that all Ss can see them and after giving Ss time to think and talk about which column they think the phrases go, ask Ss to tell you which column each goes in and use tape or blutak to put the cards in the appropriate columns.

[1] VAKT = Visual, Auditory, Kinesthetic, Tactile

[2] CCQs: Questions that check that the Ss understand instructions, concepts, vocabulary, etc. See CCQ worksheet.

Brian Long,
Oct 17, 2009, 12:04 PM