© 2018 by Zeenat Taher.

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Listening Lesson Plan for Learning Expressions in Daily Routines

Instructor/Teacher’s name: ___Zeenat Taher______________________________________________________________

Learning Goal for the Listening Unit: ___ To help students learn expressions and vocabulary used in describing one’s daily routine.
______________________________________________________________
(Example of learning goal: “To help students identify words and expressions used when people ask for and give directions to tourists”).
Unit Length (check one): _X_ One lesson __ Multiple, connected lessons

Teaching Context: Who are the learners? How old are they? What is their approximate proficiency level? Why are they taking the class? (50-100 words)

Learners are students of B.Tech. 2nd Year. They are 18-19 years of age. They are approximately intermediate to advance level in their
proficiency. All students of B.Tech. need to have an advanced level of fluency in the English language. With the increasing importance
of the right kind of communication related to various aspects of professional and official transaction, the necessity of developing
students’ skills in this field has become greater. At the time of selection and placement prospective employers look for strong
communication skills in students. Often, there’s a considerable gap between the level of fluency in students and the level expected by
the companies. With a view to bridge the gap, the Training and Placement Department has been imparting Pre-Placement Training in
Communication Skills to the B.Tech. students in their third year. To ensure a higher degree of success this course is introduced which
is aimed at developing the students’ fluency in spoken English besides enhancing their reading, listening and writing skills. This lesson
is a part of the course.

Overall focus of the listening unit (e.g., understand the main idea, understand details, etc.) Understanding both the main idea and details i.e students
will listen for comprehending the content (top-down) and practice specific vocabulary and pronunciation.

Focus of each listening activity listed in the table below: (e.g., work on phonology, listen for words, listen for phrases, etc.)
#1: Watching video clip
#2: Contextual Listening
#3: Contextual Listening (Stress and Pronunciation)
#4: Discussion in pairs
# 5: Role Play Activity
# 6: Homework
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Activity, Type (TD or BU), and Progression Duration Help options Resource
Describe what pre-, while-, and post-listening activities your (in min.) What strategies will you use to help If online, provide link/URL to specific web page, so other
students will complete. your student do this listening activity? teachers can see the resource and the specific activity
Indicate if listening activity is TD (top-down) or BU (bottom-up). E.g., pre-teach vocabulary, include you are going to use in your listening unit
List activities in progression (i.e. activity #1 is the first activity captions or transcripts. If offline, provide resource title and its source, i.e., where
students should do first, followed by activity #2, etc.). the resource comes from (course book, TV or radio
program, web site, blog, etc.)
#1: Watching a video clip of a celebrity interview. 5min Asking students few questions www.youtube.com
they would like to ask their
favorite celebrity and lead on to
the video.
#2:Listen to the audio clipping and fill up the 10 min Asking students to listen to the www.learnenglishbritishcouncil.org (Talkshow
blanks in the given text. TD (top-down) audio once and second time they podcast)
need to fill in the blanks in the
exercise while listening to the
audio the second time.
#3: Listento first paragraph of the audio clip and 10 min Students listen and practice www.learnenglishbritishcouncil.org (Talkshow
Identify the basic sounds present in the pronouncing the word with the podcast)
appropriate stress.
following words. Also identify the stress pattern.
BU (bottom-up).

#4: Discuss the following questions based on the 10 min Students discuss the topic No resources required. Teacher just monitors the
inputs received during your listening activity. questions in pairs. students’ discussion.

Topic Questions: (For Discussion)

1. What do you do in a day? / What is a
typical day for you?

2. What are your lunch preferences? Explain

in 5-6 sentences.

3. What is your opinion about working long

hours? / What do you think of the
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practice of working long hours?

4. How would you feel if you were fired?

What would you do?

5. What type of employee would you look

for? Why?

6. Which is more important to you: family or

profession? Why?

#5: Speaking Activity “Hot Seat”: Form groups of 25 min Students do the activity in groups. No resources required. Teacher just monitors the
3 students each. In each group, one person takes students’ discussion.
up the role of “Interviewer”, the second person
takes up the role of a “Celebrity” (of his/her
choice) and the third person takes up the role of
a “Reporter”. Discuss within the group and stage
a “Talk Show” like the one you listened to in
Activity-2. After the interview, the “Reporter”
presents (Reports) the questions asked, and
answers given for the audience.
e.g. “Good afternoon. This is Ms. X on “Program
Title” for “Name of TV Channel”. In an exclusive
interview for “Name of TV Channel”, Ms. Y
declared that …. In response to our Interviewer’s
question about her greatest success so far, Ms. Y
said…. Talking about her family, she said…. Ms. Y
considers……. In her opinion……”

#6:Home work is to practice some everyday

conversations listening exercises from the online
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Randall’s ESL Listening Lab and state one audio

exercise which they liked the most with reasons
in the next class.

Learning English through Conversations

#1: Watching a video clip of a celebrity interview.

#2: Listen to the audio clipping and fill up the blanks in the given text.

Text of Audio Clip:

Man: Good afternoon. It is time for Face to Face. This week, Sonia Kay talks to Jim O’Brien.

Woman: Jim O’Brien heads the UK division of American PC company Hacker. Mr. O’Brien, thank you very much for sparing us a few
minutes of your busy schedule.
Man: Hello. It’s a pleasure. And please call me Jim.

Woman: Well, Jim, can we start by going through a typical day for you?
Man: I usually get up at around Sam. I drive in from my house to the office in London. I get very frustrated sitting in traffic jams, so I
leave early to beat the rush. I enjoy driving in, it’s nice to get away on my own.

Woman: That’s certainly an early start!

Man: Yes, well at 6.30 am, I get into the office. I use the time to get through my post and do the things that are difficult to do during
the normal working day because of people wanting to see me. Between the hours of 8 and 9 I take care of any European business
which needs doing.

Woman: What a schedule! Do you find in exhausting?

Man: Exhausting, no. But, unfortunately most of my time is spent in meetings now, which doesn’t really suit my type of personality. I
much prefer the hands-on approach - I would rather be out chatting to people than sitting in the boardroom preparing policies and
strategies – but that is a luxury I can’t afford.
 5

Woman: Could you tell us how you started with Hacker?

Man: I got into Hacker almost by accident, I was chief executive of a meat trading firm called FMC Harris, which was subject to a
hostile take-over. At 9am one morning my boss was fired, and by 9.10am I was out too. I spent eight weeks with no job, a wife and
children no support, and a house to pay for. Then I was approached by Hacker to set up a UK branch for them. I was reluctant at first,
but after a trip to Hacker’s headquarters in the US to discuss it, I was chasing them!

Woman: It’s a big company. Who do you actually work with on a daily basis?
Man: The rest of the management team arrives at around 9 am. I work closely with a team of six, including my PA, Alice Lang. She is
an integral part of the management system. I was lucky to find her, as it’s almost impossible to find the right person for the job. The
ideal employee is someone who is willing to work hard and someone who can adapt to the way we work.

Woman: Uh-huh. Right, so let’s get you up to lunch-time. After your early start, you must be ready for lunch quite early, too.
Man: Yes, though the actual time varies from day to day. I try to avoid business lunches because I still have the afternoon ahead to
contend with. I don’t enjoy lengthy meals. So, I usually just have a sandwich in the office with Alice.

Woman: And are there any changes planned for the future?
Man: People ask me if I get frustrated or bored, but the job changes constantly. This year we are moving away from wholesale office
sales and more into high street retail sales of home computers. This is new ground for Hacker and presents me with a fresh set of
challenges.

Woman: Jim, we hear a lot about people working long hours these days. When do you finish work?
Man: I am not the sort of person who enjoys working late. I try to get home by 7. I won’t work late at the office sitting behind the
desk because I can do something like that equally well at home. But there’s no way to avoid entertaining and meeting people in the
evening, so two or three nights a week I stay in town. I try to keep work and the weekend totally divorced. The week’s devoted to
Hacker, but he weekend is devoted to myself and my family.

Woman: Jim, thank you very much. It’s been most interesting, and I’m sure our listeners have learnt a lot.
Man: Thank you, I’ve enjoyed it. And if you need any computers for your offices….

Woman: ….. we know who to call!

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#3: Listen to 1st paragraph of audio clip. Identify the basic sounds present in the following words. Also identify the stress pattern.

Face - /feɪs/

Division- /dɪˈvɪʒən/

Company- /ˈkʌmpəni/

Minutes- /ˈmɪnɪt/

Schedule- /ˈskɛdʒul ; Brit. ˈʃɛdyul/

#4: Discuss the following questions based on the inputs received during your listening activity.

Topic Questions: (For Discussion in pairs)

1. What do you do in a day? / What is a typical day for you?

2. What are your lunch preferences? Explain in 5-6 sentences.

3. What is your opinion about working long hours? / What do you think of the practice of working long hours?

4. How would you feel if you were fired? What would you do?

5. What type of employee would you look for? Why?

6. Which is more important to you: family or profession? Why?

#5: Speaking Activity “Hot Seat”: Form groups of 3 students each. In each group, one person takes up the role of “Interviewer”, the
second person takes up the role of a “Celebrity” (of his/her choice) and the third person takes up the role of a “Reporter”. Discuss
within the group and stage a “Talk Show” like the one you listened to in Activity-1. After the interview, the “Reporter” presents
(Reports) the questions asked, and answers given for the audience.
 7

e.g. “Good afternoon. This is Ms. X on “Program Title” for “Name of TV Channel”. In an exclusive interview for “Name of TV Channel”,
Ms. Y declared that ….In response to our Interviewer’s question about her greatest success so far, Ms. Y said….. Talking about her
family, she said…. Ms. Y considers……. In her opinion……”

#6: Home work is to practice some everyday conversations listening exercises from the online Randall’s ESL Listening Lab and state
one audio exercise which they liked the most with reasons in the next class.