Assignment 2 Listening Activities


According to task-based learning teaching (TBLT) and communicative language teaching (CLT) approaches , we designed the following procedure to help students cultivate their abilitites of listening and speaking using the scene-simulation approach . We have different stages (pre, on and post) and use authentic material in our tasks.  All the steps are progressive and linked closely to each other. Also, we focus more on the usage and meaning on the language instead of form. Finaly, we extend our task into the real life to make it a real-life skill practice.


Here is the  scene-simulation of problem saving and service-offered in a bank for representation to communication approaches of language teaching  in specialised context.(task1-5)

1. Creating a context 

Aim: to have students be familiar with the listening topic (in the bank)

Questions: What do you usually do in the bank? ( reader can think about it for a moment)

2. Pre-teaching vocabulary

Target language: deposit, account, debit card, notes, value, PIN

English definition:

Aim: Provide words which will struggle students when they are listening.

Pictures will be presented to help students remember the words.

3:Pre-listening task

Background and people who will be mentioned in the audio will be given and have student discuss the following question.

Fish is going to the local with some cash in her hand.

Question:What do you think she is going to do?

4: Listening for gist and details

Aim: to develop student’s listening ability of listening for gist and details.

Play the two videos once and have students check if they guess correctly ( task in step 3 );

Play the two videos no more than three times to complete the following tasks:

Multiple choice exercises : for video 1

Ask students to do some prepared multiple choice exercises as a tool of test to make sure they have already understood the listening materials.

Dictation (Gap-filling): for video 2

Have students write down the missing words for each gap.


Listening is  a graphical sensational tool of stimulation to get students inspired to imagine what will happen in their daily life.

Aim: to extend what they learn through the listening materials into their real life.

1 transcript will be given (click ‘answer’) and students can use it to practice with the video (we edited the video so that sutdents can either be the bank staff or customer in the conversations) .

2 real life skill: students will have to go to the bank to put the money into their account and change the PIN number.

Each student must be involved in the details of this session to ensure that their oral English ability can be really progressed.



Question:What do you usually do in the bank?

Vocabulary and Phrases

atm-enter-code-icon PIN numberbanknotes-512 Notescash_icon Valueflat_seo2-21-512Debit Cardrecurring-deposit-taxes-and-savings


PIN number /pɪn//ˈnʌm.bər/ a secret number that a person uses together with a special card to get money from their bank account out of a machine

Notes /nəʊts/:  a piece of paper moneya €20 note

Value /ˈvæl.juː/ :the amount of money that can be received for something 

Debit Card/ˈdeb.ɪt ˌkɑːd/a small plastic card that can be used as a method of payment, the money being taken from your bank accountautomatically

Deposit /dɪˈpɒz.ɪt/ :to put something valuable,especially money, in a bank or safe (=strong box or cupboard with locks)

Sources:; Pictures:

Fish is going to the bank with some cash in her hand.

Question: What do you think she is going to do in the bank? 

Now, let’s listen and check if you guess correctly!

Now, let’s listen and answer the questions below:

Multiple choices

1.According to conversation 1, what did fish do in her bank account?

A.get some cash out of the account    B.put some cash into the account

C.change her PIN                                      D.check her balance

2.According to conversation 2, how much pounds did Fish change into small values?

A. 10        B.50      C.20     D.100


Conversation 1:

Fish (F):Excuse, (so), can I just put all of my money into __________?

Staff (S): Yeh, I can help you. So put your card into there for me. It asks for your PIN so I turn away.

F: Alright.

S: If you understand, it’s funny. It is ______________.

Conversation 2:

F: Excuse me, could you tell me how to ________________?

S: Yes, of course! Put your card in there for me.

F: Alright, thank you.

S: It’s asking the PIN you have got now, so port in and I’ll turn away.

F: Alright.

S: It is “Other services”, “Change PIN”. Now it asks you to put in your new PIN but don’t press the “Enter”, just put in the _________ and then it asks you to re-enter it again. Does it make sense?

F: Alright. Without “Enter”. Thank you.

S: Lovely. So while you put “Enter”, that is all changed for you. And it’s ready for you straight away.

F: Thank you so much! Oh, can I just ___________________________?

S: Yes, I can’t do but that’s fine, just ____________ for the cash around the corner cause they deal with that and I’m not allowed to deal with any money. Ok?

F: Alright, so they will change it for me?

S: Yes, they will change it for you.

F: Thank you so much! It’s so nice of you!

Answers for Listening Task

Well done! Let’s be a part of it! You can be either the bank staff or Fish in the conversation!

Real life skills

Now, you can go to the bank near you and try to do things we learn today!!

Come and tell us your feeling after you do them!!



One thought on “Assignment 2 Listening Activities

  1. That’s pretty cool. I think the realistic conversations can help to students develop their listening skill. I appreciate the lovlely website you have made! cool! –Elaine.

    Liked by 1 person

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