Marlon Muraro Marlon Muraro

Inside out Pre-int unit 8 - going solo
B1 level


In this lesson, Ss will practice their perceptive skills through listening, both gist and detailed listening, about a famous music band and one of its members going on a solo career. They will follow this up with an exercise and a second listening, reviewing some common verb-noun collocations.


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Main Aims

  • Practice their perceptive skills trough listening about a famous singer.

Subsidiary Aims

  • To review some common verb-noun collocations, related to money, time and being famous.


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

T writes 2 on WB, signals PW, Write: "most popular band" "kind of music" "future: stay together or split up?". Back to n.2 write minutes. "talk about these". Ss will be discussing about the questions in pairs, possible GW, finding examples of popular bands and activating the schemata related to music bands and thinking about if they will split or stay together. WCFB [S-T], examples of going solo or split up bands.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

T chests HO1, WB > "who is Matt McKay" "Why the interview". 1 min. ICQ, Reading alone or in pairs? (alone) unfold to ex.3? (no) How much time? (1m). Ss will do a scan reading in the text to try find the answers to the questions which will allow them to check more lexis from the text and should take around 2 min. They will check PW and them possibly checking GW. WCFB [S-T] [S-WB] CCQ, To leave, Is he going or staying? (going, split up/separate) pronunciation. And for music what we say? SOLO CAREER. To go out, means stay at home or go to the club/restaurant? (Go to).

While-Reading/Listening #1 (10-12 minutes) • To provide students with an specific information reading/listening task

T-S, 1 min to open and read ex3. Ss will be read ex3. Insert CCQ maybe here, before they read. "now you will listen to the interview". ICQ, Tick the reasons in the list or make notes? (tick the reasons) Play once or twice? (once). If they look desperate, play twice if they finished. Ss will first read the sentences so then they have the questions/reasons to check from the interview audio, they will be listening and checking which ones are correct, relate to what the interviewed person is saying. PW check. WCFB. [S-WB] CCQ Freedom, to do what I WANT or what other people WANT.(DO WHAT I WANT Free to...).Waste money, spending/buying good things or bad things?(bad things).

Pre-Listening #2 (5-8 minutes) • Set the context and vocabulary for Listening #2

T chests HO2. Demo 1st on WB, projector. ICQ, pair or alone(alone). 3 min. Ss will concentrate on doing the match exercise. When finished GW checking. Ss will have on the board the demo for the first lesson, making easy to understand what they are supposed to do, they will be concentrating on matching the columns, and possibly checking vocab on the dictionary. this will prepare them to understand the audio of the second part. WCFB [S-WB] (early finishers) CCQ, employ, when I pay a person for a service or when they work for free?(When I pay someone, work for me).

While-Reading/Listening #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T-S,"now you will listen to the 2nd interview" Task demo on WB, A-3 tick or cross? Tick, I-7 Tick or Cross? Cross. ICQ, Tick or cross list or just listen? (tick or cross) Play once or twice? (once) alone or pairs?(PW). Ss will listen to the audio, and decide what Matt will or won't do in the future, and Tick or cross it in the previous exercise list. If they look desperate, play twice if they finished. GW check. WCFB. [S-WB]

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T-Ss, PW. Asks ex6, which they would prefer, discuss. 5min. ICQ, english or turkish?(ENGLISH) Ss will discuss whether they prefer to be rich or famous, or both, in PW. this way they can use more productive skills using the lexis that we reviewed along the class. WCFB [S-T]

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