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A hole in the Ozone
Pre-Int B1 level


In this lesson, sts are given opportunity to improve their receptive skills through several listening tasks. They will make predictions of the context and execute their listening sub-skills within the topic "Going Solo".


Main Aims

  • To enable sts put their listening skills into practice through a content based on a singer's professional music career.

Subsidiary Aims

  • To provide sts revise some common verb-noun collocations within a semi-controlled practice.


Warm up/Lead in (4-4 minutes) • To draw sts's attention to the context of the lesson and to activate sts about it.

T will hand out pictures of two different music band. Then T will play one song from each band. Sts will make a guess about which picture belongs to which band. T will divide sts into three groups then T will distribute the hand out to sts. They will make predictions about the questions which happen to be found on the top of the page. Each group will answer a question and express their opinion.

Pre-Reading (1-2 minutes) • To engage students in the topic of the text

To elicit the content of the reading text from sts by asking questions such: What do you think this text is all about? It is about who?

Skim Reading (5-7 minutes) • To enable sts to apply and to mesure their sub reading skills.

T will read the questions above the reading text. T will ask students to read the text, to answer the questions individually and then check them with their partners. Following that, T will give a feedback with incorporation of the sts.

Pre-listening (3-5 minutes) • To set the context and to activate sts

T will ask sts to swicth their places with other sts in the class. Then, sts will make brainstorm about the reasons which are true. They will work in pairs.

While listening (5-7 minutes) • To provide students to measure their sub-listening skills.

They will listen the first part of the interview, they will listen to some specific information and check their answers with their pairs/ Then, they will receive the feedback.

Vocabulary Task Stage (5-7 minutes) • To review some common verb-noun collocations through semi-controlled activity

T will pre-teach some words which sts may not be familiar with. T will give the instructions to sts, demonstrate how to to it. T will slipt them up into the groups and hand out the cut ups of the collocations to them but not in correct order. Sts will put them in the correct other in groups then a volunteer from each group will come to the W/B and put the collocations in right order. Sts will receive the feedback.

Listening for feedback (5-7 minutes) • To enable sts listen to have a feedback about their predictions.

T will ask to each group to make some predictions about the statements whether they are true or false. T will give them time to discuss. Sts will come to board and stick a tick or cross next to the statement that they think true or not. They will check with their pairs. T will play the recording and sts will listen for specific information and check their answers.

Post-Listening (2-3 minutes) • To provide sts to have a freer speaking activity

T will divide the sts into three groups. Each group will discuss the options and they will give reasons for it. Then, each group will share their opinion with the rest of the class.

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