Listening Exercise
Pre Listening Activity: Predict the Day!
Instructions:
- We’re going to listen to a story called “Daily Rhythms: A Tale of Routine and Activity.” This story will take us through a day in the lives of different characters.
- Before we listen, let’s try to guess what these characters might be doing based on some hints. Think about their daily routines (using the simple present tense) and what they might be doing right now (using the present progressive tense).
- Here are your hints about each character or scene. Write down one or two sentences predicting what each character is doing:
- Sarah’s Morning: A woman preparing for her day
- Mike and Buster’s Adventure: A man and his dog by the lake
- Mrs. Thompson’s Lesson: A teacher in her classroom
- Fun at the City Park: Friends at the city park
- The Johnson Family Dinner: A family gathering for dinner
- Share your predictions with the class. Let’s see how close your guesses are to the actual story!
Example:
- Sarah’s Morning: “Every morning, Sarah wakes up early to start her day. Right now, she might be making breakfast in the kitchen.”
- Mike and Buster’s Adventure: “Mike walks his dog, Buster, by the lake every day. They are probably watching the ducks and playing fetch right now.”
While-Listening Activity: Complete the Story
Instructions:
- As you listen to “Daily Rhythms: A Tale of Routine and Activity,” you will hear sentences that describe what different people are doing.
- You will be given a worksheet with sentences from the story, but some words, especially verbs, will be missing.
- Your job is to listen carefully and fill in the blanks with the correct verbs. Make sure to use the correct tense, either simple present or present progressive, based on what you hear.
- For example, if you hear “Sarah wakes up at 7:00 AM,” and the worksheet says “Every morning, Sarah ___ up at 7:00 AM,” you should write “wakes” in the blank.
This task will help you practice listening for specific details and understanding how verbs are used in different tenses.
Daily Rhythms: A Tale of Routine and Activity.
Script
Every morning, Sarah wakes up at 7 AM. The sun is shining through her window, and the birds are singing. She stretches and gets out of bed, feeling ready to start the day. Right now, she is brushing her teeth and looking at her reflection in the mirror, thinking about her plans for the day.
In another part of town, Mike and his dog, Buster, go for a walk every day. They love exploring the neighborhood. Today, they are walking by the lake, watching the ducks swim. The ducks often swim in the lake, but today, they are also trying to catch fish, making Buster very excited.
Mrs. Thompson teaches English at the local school. She always arrives early to prepare her lessons. Currently, she is standing in front of her class, explaining the differences between the simple present and the present progressive tenses. Her students listen attentively because they know her lessons are interesting and informative.
The city park is a popular place for people to relax and enjoy nature. Usually, the park is full of people walking, jogging, or having picnics. Right now, a group of friends is playing soccer on the grass, while another group is setting up a picnic under a large oak tree.
At the end of the day, families often gather together for dinner. The Johnson family always eats dinner at 6 PM. Today, they are trying a new recipe that involves a lot of chopping and stirring. Everyone is helping out in the kitchen, with the parents cooking and the children setting the table.
Post-Listening Activity: Daily Routines Role-Play
Instructions:
- In pairs or small groups, choose one of the scenarios or characters from the story “Daily Rhythms: A Tale of Routine and Activity.
List of Scenarios
– Sarah’s Morning: A woman preparing for her day
– Mike and Buster’s Adventure: A man and his dog by the lake
– Mrs. Thompson’s Lesson: A teacher in her classroom
– Fun at the City Park: Friends at the city park
– The Johnson Family Dinner: A family gathering for dinner - Create a short dialogue or scene that continues the story of the character or scenario you’ve chosen. Use both the simple present and present progressive tenses to talk about their routines and actions.
- Practice your dialogue or scene with your group.
- Perform your dialogue or scene in front of the class. As you watch each performance, think about the verbs used and whether they’re in the correct tense.
Sample Dialogues
Dialogue 1: Mrs. Thompson’s Lesson: A teacher in her classroom
Student 1 (as Mrs. Thompson): “Good morning, class! Today, we are learning about daily routines. Every day, I start my lessons at 9 AM. What time do you usually start your school day?”
Student 2 (as a student): “We always start at 8:30 AM, Mrs. Thompson. Right now, I am thinking about what I do every morning. I usually eat breakfast at 7:30.”
Student 1 (as Mrs. Thompson): “That’s great! Understanding our daily routines helps us use the simple present tense effectively. And what are you doing after school today?”
Student 2: “Today, I am visiting my grandparents. They live near the park. Every weekend, I help them with their garden.”
Student 1 (as Mrs. Thompson): “Lovely! You’re using the present progressive for an action happening later today. Remember, we use the simple present for regular routines and the present progressive for actions happening at the moment or planned for the near future.”
Dialogue 2: The Johnson Family Dinner: A family gathering for dinner
Student 1 (as the mother): “Okay, everyone, it’s time to start preparing dinner. We eat together at 6:00 PM every day. Today, we are trying a new recipe.”
Student 2 (as the father): “I see. Right now, I am chopping the vegetables. What else needs to be done?”
Student 1 (as the mother): “After you finish chopping, we need to stir the sauce. It simmers on the stove as we speak. Our family always cooks together on weekends.”
Student 3 (as the child): “Can I set the table? I usually do it before we eat.”
Student 1 (as the mother): “Of course, setting the table is important. Today, you are also helping us by choosing the drinks.”
Student 2 (as the father): “This teamwork makes our dinner special. I love how we all contribute.”
Student 3 (as the child): “Me too. Eating together is my favorite part of the day.”
