Naomi Schademan Naomi Schademan

Lesson Plan TP 3 Naomi Schademan
Pre-Intermediate level


In this lesson, students will practice listening in the context of the city of Ibiza. They will practice lexis related to informal language. They will also practice free speaking for fluency.


Abc Handout
Abc White board
Abc Projector

Main Aims

  • To provide listening practice using a text about Ibiza in the context of clubbing

Subsidiary Aims

  • To provide informal language practice in the context of clubbing
  • To provide fluency speaking practice in a conversation in the context of dancing


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Project photo of Ibiza nightclub on white board. Ask students where the people in the photo are and what they are doing. Ask if they like dancing and what clubs they like to go to if so. Tell them the club in the photo is in Ibiza, which is famous for its nightlife. Ask if anyone has ever been there. Ask if they know where Ibiza is and project photo of map. Ask if they know anything else about this island. Share interesting facts about Ibiza: 1. When it was founded more than 2500 years ago, it was dedicated to the god of music and dance. 2. Almost 3 million tourists a year visit Ibiza. (Ask students if they think there are a lot of tourists in Istanbul and how they feel about tourists.) 3. There is a law there that says all new hotels on the island must be 5-star. 4. It is is a World Heritage Site, not for its nightlife but its natural beauty and architecture. (Source:

Pre-Listening (10-12 minutes) • To prepare students for the audio and accompanying text

Elicit advantages and disadvantages of living in a place that is popular with tourists and famous for its nightlife. Write brainstorming ideas on the board. Pre-teach vocabulary. Try to elicit: "how come," "skint," "knackered," "clubbing," and "reckon." Concept check. Drill. Write on board and show word stress for pronunciation. Show students HO. Tell them they'll be working with a partner and guessing who said each statement. Do ICQ before giving HO. They have two minutes for this.

While-Listening (9-12 minutes) • To provide students with specific information listening tasks

Play recording and tell students to check their answers from exercise 1 as they listen. Go over answers with WC. Assign students partners and have them ask each other which person from the recording enjoys their life most and why. Give them 3 minutes for this.

Lexis and Speaking Practice (8-12 minutes) • To provide informal language and speaking practice in the context of clubbing

Show students exercise 1 on matching HO. Instruct them that they'll be replacing the underlined words with words from the list. They have 3 minutes for this. Do ICQ and demo if needed. Post answer key on walls and have students check answers. Assign partners and instruct students to find out if any of the statements from exercise 1 are true about their partner. Do demo here by showing an example of how to turn number 1 into question format. Then ask a student to answer the question. Do ICQ and make sure they understand. They have 3-4 minutes for this.

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

Tell students to look at the exercise at the bottom of their first HO. Instruct Ss to think of a time recently when they went to a place where people were dancing or having a good time. Give them one minute to read through the questions and think about their own answers. Then have students get up and walk around and ask each other questions from the list. They can choose which questions they want to ask. They have 5-6 minutes for this.

Additional Activity • To provide further speaking practice if there is extra time

Divide students into 2 teams and play a game to see who can name the most songs with the word "dance" in them. e.g. "Dacing Queen" by Abba, "Just Dance" by Lady Gaga, "Tiny Dancer" by Elton John, "I Hope You Dance" by Leann Rimes

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