LISTENING LESSON

- Listening skills: working out the missing information; complete the sentences

Activities Quick Evaluation Adaptation

Activity 1: Work in pairs. - This activity, as a lead-in, is SUBTRACTING

Discuss the questions. good. It activates learners’ mental Activity 1: Work in pairs. Discuss the
1. How popular is football schemata and creates interaction questions.
(soccer) in your country? among learners. 1. How popular is football (soccer)
Why do you think it’s so in your country? Why do you
popular around the - Besides, some questions are think it’s so popular around the
world? relevant to the upcoming world?
2. What do you know (or listening texts. However, the 2. Do you think football is more
can you guess) about the audio in Activity 5 talking about suitable for men than women?
game’s origins? the game’s origin is not used for Why?/Why not?
3. Is there a difference the lesson, so question 2 is no
between the way male longer relevant.
and female players are
treated in your country? ⇒ Therefore, we can keep
Why? questions 1 and 3 and delete
question 2.
⇒ This activity can get them
well-prepared for the listening
task later.

Activity 2: Read the Exam Tip. - This activity, as

Then try to predict what kind of
information is missing from the
sentences (1-5).
DELETING (ABRIDGING): EXAM
PRE-LISTENING, is quite TIP
good. However, the Exam Tip is REPLACING: MAKING
not necessary and we should not PREDICTIONS (PRE-LISTENING)
draw learners’ attention to the Activity 2: T tells learners that they are
questions in the listening task. going to listen to the audio talking about
the differences between men’s and
- T should make learners use women’s football.
prior knowledge to brainstorm
what they are going to listen to. T asks learners to predict what the
To make the task manageable, T speaker may talk about. Learners can
provides them with the general work in pairs and T can invite 2-3
topic so that they can easily learners to share.
predict. T can write down learners’ predictions
on the board to compare later.

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Activity 3: Listen to the extract. - It’s time to listen to the audio, REPLACING: LISTEN FOR GIST
Try to complete the gaps in and this activity is in the Activity 3: Listen to the audio and take
Exercise 2, but don’t worry if WHILE-LISTENING. notes on the main ideas. (T can suggest
you miss some at this stage. they write down keywords to get the
- T should use a top-down main idea)
approach for the lesson. In other
words, this activity should be T asks learners to work in pairs to
listening for the gist (main idea).
discuss their answers. Then, compare
their predictions in the previous activity.
- As a result, learners can T shows the suggested answer and gives
compare their predictions with feedback.
listening.

Activity 4: Listen again. - After listening to the main REPLACING: LISTEN FOR
Answer the questions. ideas, it’s time to listen for DETAILED INFORMATION
details. Activity 4: T should take the questions
in Activity 2 (from Student Book) to the
- The questions in Activity 4 just listening for detail exercise.
help learners to check their
answers.

⇒ Therefore, it is no longer
necessary and needs replacing.

- Before listening for detailed

information, T can ask learners to guess
the part of speech for each blank from
sentences (1-5).
- After listening, T asks learners to work
in pairs to discuss their answers. Then, T
corrects the answers and gives feedback.

Activity 5: Now listen and At this stage, T needs to ask REORDERING

complete the exam task. learners to apply the information
above for speaking or writing.
Activity 5 can be homework.

- After listening to the main ideas

ADDING: PRACTICING
and detailed information, we SPEAKING AFTER LISTENING
need activities for
THINK - PAIR - SHARE
POST-LISTENING. Activity 5: T asks learners to answer the
following questions:
- When designing activities for 1. What are some differences in the
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 teaching listening, it is useful to rules between men's and women's
teach sub-skills in a listening football?
lesson. 2. How has the popularity of men's
Therefore, we need to create an and women's football varied over
activity for learners to speak so time?
they can use the information 3. Are there differences in the level
above. of physicality between men's and
women's football?
4. How has the pay and
sponsorship for men's and
women's football compared in
recent years?
Then, learners can work in pairs to share
with their partners. After that, T can
invite 2-3 learners to share in public.

ADDING: WRAP-UP
Activity 6: T should conclude the lesson
by asking the following questions:
1. What was the main topic of the
listening activity?
2. What were some key details
mentioned in the audio?
3. What were some new vocabulary
words or expressions?
4. What were some challenges you
faced during the listening
activity?
5. How can you apply what you
learned to your own life?

REORDERING: HOMEWORK
Activity 7: T takes Activity 5 in the
Student Book as homework for learners.
- T need to remind learners to use the
procedure: pre-listening - while-listening
(from general to detailed) -
post-listening.
- Thus, learners can improve their
listening skills.

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