Share your #lovefordev

Worksheet by Olya Sergeeva. Find more listeninglessonsat eltgeek.wordpress.com Page 1 | 8
Video: Google Developers Youtube Channel
Worksheet A.
Warmer Brainstorm 4-6 things that you love about yourjob/profession or your hobby.Share with a partner.
LISTENING
Task 1 You’re going to watch a video in which a software developer says what he loves about his
profession (https://www.youtube.com/watch?v=9-fjYeUHGLw)
How many things does he speak about? What things?
Watch and compare your answers with a partner.
Task 2a Your teacher will play again the first sentence of the video. Listen and write down what you hear.
b Read the information in the Improve your LISTENING! box.
c Your teacher will play some words from the sentence that you wrote down in Task 2a. Listen and cross out the letters
that you can’t hear.
d Your teacherwill play more sentences from the video. Write down what you hear, then listen again and cross out the
letters that you can’t hear.
Improve your LISTENING!
Whenwe speakfast,we sometimes don’t pronounce parts of words. For example, we might cut
the –t/–d from the end of the word, or say vowels (a, o, u) very weakly:
that sounds like ‘tha’
and sounds like ‘n’ or ‘an’
of sounds like ‘v’

Task 3 Sort the words and expressions highlighted in the transcript into a diagram.
The thing that I love most about being a web developer is, kind of, seeing what otherweb developers do,
because you see a lot of creativity, you see a lot of silliness, I suppose,
and a lot of just, sort of, experiments and things like that.
Whetherit shows itself in a library or a framework
or just pure kind of ‘here’s a thing I made’,
you know, you see so much.
And it’s just wonderful to kind of have that open forum
for people to do that.
Task 4 Sit back, close your eyes and listen to this part of the interview again.
-t/-d/-k missing
about
Vowel missing
I suppose

LANGUAGE FOCUS
Task 1 Look at the sentences underlined in the transcript. In which sentences does the speaker
(1) introduce what he’s going to say? ___
(2) give examples? ___, ___
(3) summarizes what he said using a strong emotional adjective? ___
(A) The thing that I love most about being a web developer is, kind of, seeing what other web developers do, because
(B) you see a lot of creativity, you see a lot of silliness, I suppose,and a lot of just, sort of, experiments and things like
that.
(C) Whetherit shows itself in a library or a framework or just pure kind of ‘here’s a thing I made’, you know, you see so
much.
(D) And it’s just wonderful to kind of have that open forum for people to do that.
Task 2a Look at the expressions highlighted in Task 1. What do you think their meaning/use is? Discuss with a partner.
2b Read the information in the Improve your SPEAKING! box.
2c Choose the correct form of the verb. Then check your answers in the transcript and complete the rules in the
GRAMMAR focus box.
The thing that I love most about 1 _______ a web
developer is 2 _______ what other web developers do.
And it’s just wonderful 3 _______ that open forum.
1 A to be B being
2 A to see B seeing
3 A to have B having
Improve your SPEAKING!
We use linkers to show how ideas are connected and to help listeners to follow the conversation.
For example:
The
speaker
used
The thing I love mostabout…is… to introduce the topic.
and thingslike that. to enda list.
whether…or…or… to introduce alistand thenmake a commentabout
it (‘you seeso much’).
And it’s justwonderful… to introduce hisopinionaboutthe topicandfinish
the monologue logically.
GRAMMAR focus
We use 4
to + verb/ verb + ing with‘The thing
I love mostabout____ is____.
We use 5
to + verb/ verb + ing with‘It’sjust
wonderful’

Task 3. Choose one of the things that you talked about in the Warmer and prepare to talk about what you like about it.
Notes:
Progress check:
Did you include examples and a summary?
Did you use the linkers?
Introduce what you’re
going to say
Give examples
Summarize your opinion
using emotional adjectives

Worksheet B
The thing that I love most about being a web
developer is,
kind of, seeing what other web developers do.
Because you see a lot of creativity, you see a lot of
silliness, I suppose,
and a lot of just, sort of, experiments
and things like that.
Whether it shows itself in a library or a framework
or just pure kind of ‘here’s a thing I made’,
you know, you see so much.
And it’s just wonderful to kind of have that open
forum
for people to do that.

Transcript
0:03
The thing that I love most about being a web developer is, kind of, seeing what otherweb developers do, cause you see
a lot of creativity, you see a lot of silliness, I suppose,and a lot of just experiments and things like that.
0:16
Whetherit shows itself in a library or a framework or just pure, kind of, ‘here’s a thing I made’, you see so much.
0:22
And it’s just wonderful to kind of have that open forum for people to do that.
Teacher’s notes
Overview
Level: B1
Video: https://www.youtube.com/watch?v=9-fjYeUHGLw (from Google Developers Youtube channel);
Learner type: Business English or General English/Teens.
Time: 60-75 minutes
Lesson aim: the learners will improve their ability to understand British accents and get practice talking about what they
love about their job and/or hobby.
The LISTENING section helps the learners understand by drawing their attention to the way some common words may
be pronounced differently from their dictionary form. For example:
 /d/, /t/, /k/ sounds at the end of words might get cut or be very difficult to hear,
 the vowels in ‘of’, ‘just’ and other high frequency words might be pronounced very weakly and so very
difficult to hear.
The FOCUS ON THE LANGUAGE section helps the learners to speak longer and with more detail. The learners
analyze the structure of a monologue (short intro, examples, summary/evaluation), learn four linkers and practice using
this structure and the linkers in their speech.
LISTENING
Lead-in
Warmer
5’
Elicit ‘things that I enjoy about my job’ by sharing a few things that you enjoy about your profession.
Give the worksheets to the learners and do the Warmer.
Task 1
5’ (10’)
Tell the learners that they’re going to watch a short video in which a software developer says what he
loves about his job. Elicit and board possible replies. The learners watch the video once to see which
of their guesses was the closest,compare their answers in pairs and then check as a class.
Do not play the video again if the learners are still unsure,because in Task 2 the learners will
transcribe the whole text.
Key:
the speaker talks about one thing (the thing he loves most). It is seeing what other developersdo.
Task 2a
(Task 2:
10’-20’,
depending
on the
learners’
Give the learners worksheet B with the answers (page 4) but ask the learners to cover them for
now.
Play the first line 2-4 times.
The easiest way to do that is to use the interactive transcript on Youtube: click ‘more’ under the
video, choose ‘Transcript’, click on the line and then click the Play button.

listening
level)
(20’-30’)
Allow the learners to check in pairs and then elicit and board what they heard.
Encourage everyone to say what they heard by telling the learners that you’re interested in what
they heard, not ‘the correct answers’.
2b The learners read the information in the Improve your Listening! box.
2c Play one more time and then ask the learners to uncover the line in Worksheet B, listen to the line
again, and then listen only to the highlighted word and tell you exactly how it sounded and what
sounds they don’t hear.
You can easily find and play just the highlighted word, because the video is very short.
Help the learners with by crossing out the missing sounds on the board.
Repeat the process with the remaining lines.
Key:
Dictionary
form
Actual
pronunciation
1 The thing that I love most about being a web developer
is,
/əˈbaʊt/ /əˈbaʊʔ/ (glottal
stop)
2 kind of, seeing what otherweb developers do, /kaɪnd ɒv/
/wɒt/
/kaɪnəv/
/wɒʔ/
3 because you see a_lot_of creativity, you see a lot of
silliness, I suppose,
/ə lɒt ɒv /
/səˈpəʊz/
/ə_lɒt_əv/
/sˈpəʊz/
4 and a lot of just, sort_of,experiments / sɒt_əv / / səv /
5 and things like that. /ənd/
/laɪk ðæt/
/ən/
/laɪ’ ðæʔ/
6 Whetherit shows itself in a library or a framework
7 or just pure kind_of ‘here’s a thing I made’, /kaɪnd ɒv/
/hɪəz/
/kaɪnəv/
/hɪz/
8 you know, you see so much. /ju nəʊ/ jə nəʊ
9 And it’s just wonderful to kind_of have that open forum /ənd/
/dʒəst/
/kaɪnd ɒv/
/ən/
/dʒəs/
/kaɪnəv/
10 for people to do that.
Task 3
5’ (25’-35’)
Key:
-t/-d/-k
missing
about, what, like, that
Vowel
(almost)
missing
a_lot_of, I suppose,you know
Both kind of, sort_of, and, just
Task 4 It’s best not to skip this task, because it’s motivating for the learners to hear an authentic extract in
which they understand everything.
5’ (30’-40’) Pronunciation focus (Optional task)
Aim: Help the learners hear and use sentence stress.
Stage 1: Write the transcript on the board. Say the first sentence with ‘flat’ pronunciation without
stresses and elicit what’s wrong (‘stress’). The learners read the first sentence and put a dot above the
words that they think the speaker stressed.They listen and check. Check as a class (if necessary,
replay).
Repeat for sentences 2 and 3.
Stage 2. Replay sentence 1. The learners repeat after the speaker, saying only the stressedwords.
Play the sentence again – this time the learners say all words. Repeat, if necessary.Then do the same
for sentences 2and 3.

LANGUAGE FOCUS
Task 1.
5’ (35’-45’)
Key:
1A, 2 BC, 3D
Task 2
10’ (45’-
55’)
2a Key:
See the Improve your Speaking box.
2c Key:
1B 2B 3A 4 verb + ing 5 to + verb
Task 3
15’-10’
(60’-75’)
Stage 1. While the learners work individually, look at what they’re writing to help them correct
mistakes in the use of the linkers and to collect examples of correct and incorrect use of the linkers.
Stage 2. Write the examples on the board. In pairs, the learners decide which examples are perfect
English and which could be improved.
Stage 3. In new pairs, the learners share what they love about their profession/hobby with their
partner. The partner asks follow-up questions.Afterthat, the learners get up and share with the rest of
the group.

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