Listening (A2 Pre-intermediate) English Readers English for Life Classroom implementation

 1

, Part C 

 ,  Part D 

 1

 

Listening for specifi c details and information: 

 1

, Part B 

, Part C 

 2

, Part D 

Numbers: one to twelve, fi fteen, thirty, forty-fi ve

Times: half/quarter past, quarter to/before/after, … thirty, 

… fi fteen, … o’clock

Routines: get up, brush my teeth, go to work/bed, 

Adverbs of frequency: usually, normally, sometimes

Present simple for routine

Intonation

Listening for word stress: important content words

You can use some or all of these ideas to check and enhance 

your students’ understanding as they work their way 

through Unit 2 of Listening A2 in class.

Use the Getting started

questions as a mingle activity.

to the questions on a piece of card (giving a couple of 

options for question 2 and just one for question 3). 

2.  Collect them and redistribute them – checking that you 

don’t give a student their own answers back!   

other the questions and trying to the fi nd the person 

whose card they have.

Using Part A (track 04) 

This exercise is about listening for the time. You can play a 

game of Time Bingo to help with their listening skills. 

1.  Photocopy one bingo card (below) per student, and one 

set of times (below) or simply write them out yourself.

to randomly fi ll in the empty boxes with any time on the 

quarter hour between six o’clock and nine thirty (which is 

the primary focus of this exercise). You may want to write 

them all on the board to make it as clear as possible to 

the class. Students should then have a unique card with 

nine different times in that range. 

3.  Put the cut up numbers in a hat, bag or bowl, pick them 

out and read (‘call’) them. You can use the same way of 

saying the times, or use the alternate methods shown 

in Clear usage: ‘getting up’ in the morning to make it a 

little harder. Remember to keep the times you read out 

so you can check the winner’s card.

and the winner is the fi rst student to correctly mark all 

the times. When they do, remind them to shout ‘Bingo!’

Using