Amy Canter Amy Canter

A2/B1 (Pre-Intermediate) level


Abc English Unlimited Pre-Int SsBk
Abc English Unlimited Pre-Int WkBk
Abc English Unlimited Pre-Int TsBk
Abc WOMADelaide Comprehension Question Handout

Main Aims

  • To provide students with gist and detailed listening practice of a conversation in the context of music.

Subsidiary Aims

  • To provide students with review/practice of vocabulary related to music styles


Lead- in (5-6 minutes) • To set context and engage students’ interest.

-Reintroduce self - Connect to part 1 -With Besra you talked about different kinds of music, if you listen often, and what kinds are your favorite. Has anyone here been to a music festival? Personal anecdote about Bonnaroo in Tennessee and Chill Out Festival in Ä°stanbul. - We are going to read about a festival, but first I want us to review the types of music you just learned.

Focus on Vocabulary (6-7 minutes) • To clarify and practice vocabulary

-Focus Ss on WkBk page 4 ex. 1. Explain the page and activity. -The photos show different types of music, students need to figure out the music type based on the photo and fill in the blanks. -Show picture "a" as an example -Ss work in pairs to fill in the blanks.(2-3 min) Then check with other pairs.(2 min) -Monitor and help if needed. -Elicit answers in whole-class feedback -Ask for examples to check meaning (which of these would we hear violins, flutes, piano, etc-classical, name a reggae artist, which would you hear steel drums? etc. -Drill pronunciation if needed

Pre-Listening (6-8 minutes) • Reading for main idea and practicing vocabulary related to music festivals

-Pass out handout- Page 11, ex.1 and establish what it is for (a world music, arts, and dance festival in Adelaide, Australia). -Ask students to imagine they are going to the festival, read in pairs, and decide who they would want to see most. -Compare with other students (2 min) -Whole-class feedback - Ask who they think is most interesting and why or ask where the performer is from

Pre-Listening (1-2 minutes) • To set context of the listening

-Introduce the speakers, John and Cameron

Gist Listening (5-6 minutes) • Listening for the main idea

-Focus students back to the handout p.11 ex. 2 and tell them we are going to listen to a conversation -Ask students to listen and answer the questions: Which performers do they talk about? and Which do they both want to see? -Play the recording -Students check their answers in pairs -Elicit answers from the class

Detailed Listening (8-10 minutes) • To listen for details and comprehension

-Focus students on the handout -Tell students they are going to answer more questions about the listening. -Pass out the handout and read the questions (together or individual) -Play recording again -Students check answers with partners -Monitor to decide if the recording needs to be replayed -Elicit answers and ask why/how they knew them

Post-Listening (10-15 minutes) • To develop students' speaking skills

-In pairs have students tell their partner about a festival they have been to or would like to attend. -Repair if time allows -Elicit a few topics they discussed in whole-class feedback. -Time permitting write good language on board -Write mistakes on the board and have class correct time permitting

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