listening2_act.pdf

Activities

Activity 2

Accents : Australian male

American female

Speed :

Slow

Activity type : note taking,

matching

Time : 35m

Theme : Talking about clothes

Skills : Listening for specific information, listening for opinions, identifying emotion

Level : Intermediate

Grammar focus : Adverbs of degree, asking for/giving opinions

Vocabulary : polka dot, denim, leather, wool, checked, patterned, striped, plain, silk,

cotton, frustrated, excited, sleepy, bored, disapproving, impatient, pleased, unsure,

worried, apologetic.

Preparation : Download Worksheet 2 and make one copy Word Group A and Word

Group B for every two students. Cut each copy as shown by the lines.

Procedure

1. Tell students they are going to hear a telephone conversation between Mandy, an

American woman, and Rick, her Australian boyfriend. Explain they are in a

clothes shop, and Mandy is trying on various outfits. Tell students they must listen

and write all the different clothes they hear. When students are ready, play the

recording.

2. Put students into pairs to check their answers. Then ask for volunteers to write

their list on the board:

Answers : pants (BrE trousers), jacket, skirt, sweater, belt, shirt.

3. Put students into pairs and give each pair a set of Word Group A cards (mixed).

Tell them to identify which words are fabrics and which are styles.

Answers : Fabrics: denim, leather, wool, cotton, silk / Styles: polka dot, checked,

patterned, striped, plain .

4. Tell students to listen again and match each fabric or style to an item of clothing

from the list on the board. Explain that some items of clothing are used twice.

They should also identify three words that are not used. Give them a few moments

to match what they can remember, then play the recording. After, give students

time to compare their answers, then have a volunteer write the answers on the

board.

Answers : polka dot – pants, denim – jacket, leather – skirt, wool – sweater,

checked – shirt, leather – belt, patterned – shirt, striped – pants. Not used: plain,

silk, cotton

5. Tell students you are going to play the recording once more. Explain that this time

they should listen to Rick’s reaction and put a tick ( Â ) next to each item he likes

and a cross (X) next to each item he doesn’t like.

Answers : Â polka dot pants, wool sweater, leather belt, patterned shirt, striped

pants.

X – denim jacket, leather skirt, checked skirt.

6. Finally, put students into pairs and give each pair a set of Word Group B cards

(mixed). Tell them to identify which emotions they think apply to Mandy and

Ó Macmillan Publishers Ltd 2003

Taken from the Listening Skills section in www.onestopenglish.com

which apply to Rick. Note that some adjectives may apply to both Mandy and

Rick.

7. Put students into groups and tell them to exchange their ideas. They should justify

their choices.

8. Play the recording again as students call out ‘Stop!’ when they think they one of

the adjectives might apply. Encourage them to explain why.

Possible answers : (answers may vary):

Mandy:

excited (about buying clothes)

pleased (at Rick’s reaction sometimes)

unsure (about whether the clothes suit her)

Rick:

sleepy (when he yawns and falls asleep)

bored (towards the end)

disapproving (of some items, e.g. polka dots pants are too tight)

apologetic (when he says sorry for falling asleep)

Mandy&Rick:

frustrated (Mandy because Rick loses interest / Rick because Mandy tries on so

many outfits)

impatient (Mandy with Rick, Rick as he wants to watch the soccer game)

worried (Mandy, if the clothes suit her, Rick, that he may miss the start of the

match),

Post-listening tasks

1. Put students into pairs and give each pair a copy of the recording script. Tell them

to practice the conversation with their partner.

2. Put students into pairs and tell them to prepare a similar conversation. Explain

they should be two friends in a clothes shop, with one trying on various clothes

and the other giving their opinion. Give them time to prepare their ideas, then tell

them to role play their conversation to the class.

Ó Macmillan Publishers Ltd 2003

Taken from the Listening Skills section in www.onestopenglish.com

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