Plan for a Listening activity

Make a broad plan using this outline.

Learning 1.2.2 Understand with little or no support specific information and

Standard(s): details of longer simple texts on a range of familiar topics
Learning By the end of this lesson, pupils should be able to:
Objective(s) • understand a range of vocabulary related to safari parks
: • give their opinion on safari parks using appropriate
vocabulary

Activity Outline:

Pre- Introduce topic

listening Write on the board ‘Safari Park’. Ask pupils if they know what it means. If
stage not, show them a picture, and explain that it is like a zoo only much bigger
and without cages. Ask ‘Do these exist in Malaysia?’ ‘Have you
been/seen one on TV?’ ‘Would you like to go?’

Pre-teach vocabulary
In pairs, ask them to brainstorm the animals that they could see in a safari
park. Ask a few stronger pupils to read out what they came up with and
write it on the board. If there are any animals that they don’t know in
English, translate their names.
Make sure to pre-teach: lion; giraffe; hippo(potamus); rhino(ceros); gazelle

During- 1st listening: ask pupils to write down the animals that they hear in the
listening order that they hear them.
stage
Pupils check answers in pairs.

2nd listening: write on the board three questions for pupils to answer:

 Where does the safari park ranger live?

 What trouble did he have last year?
 Which animals are the most popular and why?
Check answers in class group.

3rd listening: ask pupils to write down any new words that they hear but
aren’t sure of the meaning.
 Elicit new words from pupils, write them on the board and check meaning.

Post- Explain that you are going to talk some more about safari parks. Give
listening pupils a discussion sheet with a number of questions such as:
stage
 Do you think safari parks are a good idea?
 Why do you think some people don’t like them?

Ask pupils to answer the questions with their partners, and try to use the
new vocabulary they have learnt today. They should listen to their partner,
and give them one point for each new word they can use in their answer.

Way(s) in At the pre-listening stage, pupils have a chance to share their knowledge
which this of safari parks and their vocabulary of animals.
activity is
pupil-
At the during-listening stage, pupils can decide which vocabulary is new
centred:
for them and note it down.

At the post-listening stage, pupils can give their personal response to

questions, and practice using the new vocabulary learned during the
lesson.