Identify how the speaker feels and the everyday situation.
Listening Practice · A2
How Did They Feel, and Why?
Listen for the feeling, its cause, and what changed—then prove your answer.
People often tell us how a situation made them feel. This lesson helps you hear the emotion, connect it to the cause, notice a change, and respond with care.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Listen for how a feeling begins, what causes it and what changes, then respond supportively.
For teachers: The six-stage route separates prediction, gist, details, evidence, transfer and independent final listening so learners prove meaning before speaking.
สำหรับผู้เรียน: ฟังให้เข้าใจว่าความรู้สึกเริ่มอย่างไร เกิดจากอะไร และเปลี่ยนเพราะอะไร แล้วตอบกลับอย่างเข้าใจความรู้สึก
สำหรับครู: เส้นทางหกขั้นแยกการคาดเดา ใจความ รายละเอียด หลักฐาน การนำไปใช้ และการฟังรอบสุดท้ายอย่างอิสระ เพื่อให้ผู้เรียนพิสูจน์ความเข้าใจก่อนพูด
Your goal
Identify each speaker’s feeling, cause, and change or reaction, then report the listening evidence and give a short supportive response.
เป้าหมายภาษาไทย
ฟังเรื่องสั้นในชีวิตประจำวัน ระบุความรู้สึก สาเหตุ และสิ่งที่เปลี่ยนไปหรือปฏิกิริยาของผู้พูด พร้อมยกหลักฐานจากเสียงและตอบกลับอย่างเข้าใจความรู้สึก
Why this listening skill matters
- You can understand more than a feeling word—you can hear why the person feels that way.
- You can notice when a situation changes and the person’s feeling changes too.
- You can respond naturally instead of changing the subject or giving advice too quickly.
Progress Focus · Lesson structure
Catch what caused the feeling and what happened next.
Report one exact clue and give a short supportive response.
4 minPredict
5 minFirst listen
6 minSecond listen
5 minCheck evidence
4 minTransfer
6 minFinal listening
Teacher Lesson Plan · Read before class
| Time | Teacher does | Student does | Evidence |
|---|---|---|---|
| 0–4 | Reviews feeling words and cause/change signals without revealing the stories. | Predicts likely feelings and reasons for three situations. | Three feeling–cause predictions. |
| 4–9 | Plays Audio 1 once without pausing or transcript. | Chooses the main feeling for Speakers 1 and 2. | Two gist choices. |
| 9–15 | Replays Audio 1 once. | Records cause, change, final feeling, and one exact clue. | Two complete listening maps. |
| 15–20 | Reveals answers, then transcript. | Checks exact words and corrects one weak answer. | Evidence-based correction. |
| 20–24 | Models one supportive response, then removes the model. | Reports one story and responds with empathy. | Two-sentence transfer. |
| 24–30 | Plays Audio 2 up to two times and scores independently. | Completes two new listening maps and responses. | Independent final performance. |
1Predict the feeling and cause
Use the situations and feeling bank to make a sensible prediction before listening.
becausebeforeafterat firstthensonow
STUDENT TASK
- Predict a feeling for: a work presentation, a delayed train, and a lost phone.
- Give one possible cause for each feeling.
- Circle two signal words that can show a change.
Teacher Help
Accept several logical predictions. Check the difference between the person who feels something and the event that causes it, but do not reveal any story detail.
2First listen · find the main feeling
Listen once. Focus on the situation and the strongest feeling for each speaker.
Audio 1 · British English · Emma · 31 seconds
STUDENT TASK
- Speaker 1: choose the main first feeling—nervous, bored, or angry.
- Speaker 2: choose the main first feeling—disappointed, surprised, or proud.
- Write the situation in two or three words.
- Mark your confidence: sure / maybe / not sure.
Check the gist
Speaker 1: nervous · work presentation.
Speaker 2: disappointed · delayed train / missed lunch.
Teacher Help
Play Audio 1 once at normal speed with no pausing. Require both feelings and situations before opening the answer. Do not ask for every detail yet.
3Second listen · catch the cause and change
Listen again. Complete each story map with short notes.
Audio 1 · second listening
First feeling: __________
Cause: __________
Helpful event: __________
Final feelings: __________
Exact clue: __________
First feeling: __________
Cause: __________
New plan: __________
Final feeling: __________
Exact clue: __________
STUDENT TASK
- Write keywords, not full sentences.
- Underline the cause for each first feeling.
- Circle what changed.
- Use an arrow to connect the change to the final feeling.
Answer check
Speaker 1: nervous because he might forget his words; the manager smiled and asked an easy first question; after finishing, he felt relieved and a little proud. Speaker 2: disappointed because her sister’s train was delayed and they do not meet often; they changed lunch to dinner; she felt hopeful.
Teacher Help
Allow one replay. Required evidence: first feeling, cause, change or helpful event, and final feeling for both speakers. Ask “What changed the feeling?” before opening the answer.
4Check the spoken evidence
Open the transcript only after you have committed your answers.
Audio 1 transcript
Speaker one. I had to give a short presentation at work this morning. Before it started, I felt nervous because I was worried I would forget my words. My manager smiled and asked me an easy first question. After I finished, I felt relieved and a little proud.
Speaker two. I planned to meet my sister for lunch, but her train was delayed for two hours. I felt disappointed because we do not see each other often. Then she called and suggested dinner instead, so I felt hopeful.
STUDENT TASK
- Highlight both first-feeling phrases.
- Underline the words after because.
- Box the event or plan that changed each situation.
- Circle the final feeling and correct one note if needed.
- Close the transcript and report one story from memory.
Teacher Help
Ask “Which exact words show the cause?” and “Which words show the feeling changed?” Learners should point to evidence, close the transcript, and restate it without reading.
5Transfer · report and respond
Turn your listening notes into a short report and one supportive response.
Report: At first, the speaker felt… because… Then… so…
Respond: That sounds… / I’m glad… / I can understand why you felt…
STUDENT TASK
- Choose Speaker 1 or Speaker 2.
- Give a two-sentence report using the first feeling, cause, change, and final feeling.
- Add one supportive response without giving advice.
- Your partner checks one detail against the listening map.
Possible response
At first, Speaker 1 felt nervous because he thought he might forget his words. The manager helped him start, so he felt relieved and proud after the presentation. Supportive response: I’m glad the first question helped—that sounds like a big relief.
Teacher Help
Model the report and response frames once, then hide them. A supportive response should acknowledge the feeling; do not require advice or a solution.
6Final Practice · understand two new stories
Listen to Audio 2. Complete two new story maps and respond independently.
Audio 2 · Indian English · Kajal · 30 seconds
FINAL LISTENING TASK
- Listen once and identify the situation and first feeling for Speakers 3 and 4.
- Listen one more time and record the cause, change, and final feeling.
- Give one exact listening clue for each speaker.
- Report both stories using at first, because, and then/so.
- Give one short supportive response to either speaker without opening the transcript.
Final answer and evidence
Speaker 3: worried because the phone had important photos; the driver returned it; surprised and very grateful. Speaker 4: excited about the concert, then disappointed because tickets were sold out; her friend found two tickets; excited again.
Audio 2 transcript · open after the task
Speaker three. I left my phone in a taxi yesterday. At first, I felt worried because it had important photos. The driver called the restaurant and brought it back. I was surprised and very grateful.
Speaker four. My friend invited me to a concert on Saturday. I felt excited because I love that band, but the tickets were sold out. I was disappointed. This morning, she found two tickets online, so now I feel excited again.
Teacher Help
Allow up to two complete listening rounds. Do not pause, reveal the transcript, supply feeling words, or reopen the model. Score gist, cause/change details, evidence, and the supportive response.
Teacher scoring guide
0 · Not yet
The learner cannot identify both situations and first feelings or gives no listening evidence after one neutral prompt.
1 · With support
The learner understands most feelings and causes but needs replay, choices, or a frame to report the change and respond.
2 · Independent
The learner identifies both stories, causes, changes, and final feelings, gives exact evidence, and responds supportively without transcript support.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ฟังเรื่องเป็นเส้นทาง 4 ส่วน: ความรู้สึกแรก → สาเหตุ → สิ่งที่เกิดขึ้นต่อ → ความรู้สึกสุดท้าย สังเกตคำเชื่อม because, before, after, then, so และ now แล้วตอบกลับโดยยอมรับความรู้สึกก่อน ไม่ต้องรีบให้คำแนะนำ
Continue your learning path
Bored or Boring? Feelings and Causes
Use -ed/-ing adjectives to separate the person's feeling from its cause.
ใช้คำคุณศัพท์ -ed/-ing เพื่อแยกความรู้สึกของคนออกจากสาเหตุ
Vocabulary Builder: Feelings and Reactions
Review precise feeling words before listening for causes and changes.
ทบทวนคำศัพท์ความรู้สึกที่แม่นยำก่อนฟังหาสาเหตุและการเปลี่ยนแปลง
A Feeling, Its Cause, and an Empathetic Response
Explain a real feeling, its cause and an empathetic response at B1.
อธิบายความรู้สึกจริง สาเหตุ และตอบอย่างเข้าใจความรู้สึกในระดับ B1
Emotion, Evidence, and Response
Combine emotion evidence, interpretation and response at B2.
รวมหลักฐาน การตีความ และการตอบสนองทางอารมณ์ในระดับ B2
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