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Pre Int level


In this lesson, the students will practice listening. They will listen to two people talking about their musical experiences. The lesson will start with a discussion about how they get to relax. After eliciting some ideas, they will have a pre-teach vocabulary session related to the topic. There will a gist listening where they need to find out their favorite music types. Then for detail reading, they are asked to listen to the dialogue one more time.


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Main Aims

  • To provide gist, detailed and specific information listening practice using a text about music in the context of likes/dislikes

Subsidiary Aims

  • To provide clarification and practice of vocabulart in the context of music


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-T asks how they feel relax. While getting answers from them, T continues with the OHP and leads them to the idea of music. -T asks ss to write as many types of music as they can on their own very quickly. - T asks them to compare their answers with the people in their group. -T elicits answers and show the slide on OHP - Check if they have same or not.

Pre-Teaching Vocabulary (10-12 minutes) • To prepare students for the listening and make it accessible

-T uses a situational presentation. -T tells that her best friend is working in the music industry and he is a famous person. He writes songs besides singing. -T tries to elicit the word "composer" if they struggle, T gives the first letter as a clue. If they can't guess, T says the word. -T says that famous friend has a music group consisting of 4 people. -T tries to elicit the word "band" in the same way she has done with the first word. -T checks the meaning of these two words again by asking CCQs. -If someone only sings, we call them? - singer - What do we call the people who write songs? -composer - Are you a composer? Yes/No. - Tell me another word for a music group. band -Then T asks them to repeat the words both individually and chorally. -Finally, T writes the words on the board and shows the stress pattern and the parts of speech, as well.

While-Listening #1 Listening For Gist (6-7 minutes) • To provide students with less challenging gist and specific information listening tasks

-T asks students to listen to the dialogue between Scott and Julie and write down the types of music they like. They are asked to work individually. ICQs Are you going to work with your partner? -No Are you going to write notes? -YesI What will you be listening for? General Idea. -Once ss finish T asks them to do peer check. -T asks CCQs as; Who likes listening to jazz music? Scott Who likes rock music? Julie

While-Listening #2 Listening for Detail (10-12 minutes) • To provide students do some scanning for detail

-T shows ss the HOs and tells them that they need to decide whether the statement are True or false. They are asked to work individually and check their answers with their partners. ICQs - Are you listening? Yes -Are you working in pairs? No Alone Once they finish each student will come to the board and write T/F CCQs Who has never been to a classical concert? Julie Who doesn't know Miles Davis? Julie Does Scott like rock music? No

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

-T asks students to write a paragraph on their own in 5 minutes about What types of music do you feel relaxing? What were the last two CDs you bought/downloaded? Who are your favorite bands/singers/composers? -ICQs Are you speaking? No How many minutes do you have? 5 After they finish, they are asked to share their ideas with the person next to them. -T conducts FB and does some delayed error correction if necessary.

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