Amal Amal

That smells nice!
B2 level


In this lesson, students will be introduced to the topic history of perfume. They will listen to two records about famous people who had taken part in this history, doing prediction, gist and specific listening tasks. They will follow this up with a short speaking, and vocabulary tasks.


Abc Matching exercise
Abc Pictures
Abc Fill in the gaps
Abc Taking Notes
Abc Homophones
Abc Listening
Abc Presentation

Main Aims

  • To provide specific information and gist listening practice using a text about famous people in the context of the history of perfume

Subsidiary Aims

  • To provide review and clarification of homophones in the context of the hi


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher sticks pictures on the board. She asks students to guess and predict the topic of today: Who are those people? What is common between them? In pairs, students discuss the pictures.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Teacher gives a vocabulary task to prepare students for the listening part. In pairs, students match the words with their definitions. Teacher gives key answers. Feedback (whole class). After, the teacher asks students in pairs to fill in the gaps with one of the famous people.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students listen to a record (R.5.5) and check if their answers are correct. Feedback ( whole class ) Teacher divides students to 2 groups: As and Bs As take notes on topics 1-4 and Bs take notes on topics 5-8. In their groups, students discuss their answers then they swap As with Bs and each one tell the other about notes they took in each topic. Feedback (whole class)

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher asks students to complete exercise 4.a She writes no and know on the board and asks them what do we call these words? Elicitation: same Pronunciation, different spelling, different meaning... Students are supposed to listen again to another record and choose the correct word in each sentence. They check with their partners. Teacher gives answer keys and feedback Teacher asks students to work in groups and try to think of other homophones. Teacher monitors and then she gives them a list of homophones.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students are divided into 2 groups. They are going to design a new perfume or aftershave. They discuss these ideas: (exercise 7.a page 43)

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