Batool Batool

Monday to Friday, Daily Routine
Pre-intermediate level


In this lesson, students learn to listen for specific information about Valentino Rossi through a dialogue between two people talking about his everyday life. The lesson starts with a discussion about some famous people lives. This is followed by an exercise about Valentino's fact file where students listen to the dialogue P1 and then discuss his everyday life. Finally, An exercise about Valentino's everyday life where students listen to P2 of the dialogue and then share their opinions about his lifestyle.


Abc Answer the questions
Abc Pictures of Famous People
Abc General Questions

Main Aims

  • To provide Ss with practice in listening for gist and specific information in the context of everyday life.

Subsidiary Aims

  • To provid Ss with practice in speaking for fluency.


Lead-in Famous people Pictures (5-6 minutes) • Enguaging the students

Use the optional warmer from the Teachers book p19. Write Famous People (it doesn’t need to be sports people) on the board and have the students brainstorm the names of internationally famous people who are famous for different reasons (a few local celebrities won’t be a problem). Hand out a few pens and have the students write the names on the board. Next put them in pairs and have them discuss 2 or 3 of the people on the board and what their everyday lives or normal week is like. Monitor and offer help if needed but this is just to get them interested. Set reasonably short time limits.

Pre-listening - prediction: (5-6 minutes) • Listening for specific information

Direct the students (Ss) to page 12 of the Students book (SB) Exercise (EX) 1 and in pairs have them guess what his job, nationality etc. are on the accompanying fact file. Play the recording 1.3 to allow them to check their answers.

While listening 1 - gist (7-8 minutes) • Listening for specific information

This activity is limited so consider preparing a simple handout with 1 or 2 (max 3) general understanding questions. Ss may not understand the word ‘TYPICAL’ in the listening so either make this clear in the handout or pre-teach it before the Listening. Direct Ss to EX 2 (or the handout). With the same partners discuss questions. Set a short time limit of around 1 minute and then play the recording 1.4 so they can check their answers. Allow the students some time to compare their answers after the listening and then elicit (collect answers by asking questions) from the students.

While listening 2 – specific information & detail: (9-10 minutes) • Listening for specific information

Tell the Ss they will listen again for more detail. Either use the questions from the SB, EX3, P12 or make a handout with those and add a couple of extra questions. Give the students 10 or 20 seconds to read the questions first, then play the recording again. Have Ss peer-check to compare their answers. Monitor and decide if they need to listen to again (they have already heard it twice so this may not be necessary). When they have finished give the students a moment to compare their answers again (if they listen again) and take whole-class feedback (w/c FB) and elicit answers from them.

Post-listening - speaking (9-10 minutes) • Speaking for fluency

Introduce a speaking task to allow the students to react to the listening they have just heard. Consider how to make this as an extension of Ex 4, p12 of the SB. Create a simple handout with more general questions that you will write. Keep the focus on Valentino Rossi for half of the questions, and have different questions for each student in a pair so that you can have them change partner. E.g. How is your life different from Rossi’s, What part of Rossi’s life would you most enjoy? What would you least enjoy? Do you know anyone with a different / unusual life? Tell me about it, etc… Speak to you tutor about making A and B student handouts for this section. Put the students in pairs and model the activity with a student before they start - make sure that they understand not to just sit and read each other’s questions and that this is a speaking activity. Encourage them to ask follow up questions. When the AB pairs have completed their discussion (set a time limit), re-pair the students AA and BB so they will now be answering their own questions and again setting a time limit. During this process monitor quietly and only help if needed.

Feedback (4-5 minutes)

Keep the feedback general as the teacher after you will be looking at the vocab so you shouldn’t focus on the vocabulary or grammar exclusively or in too much detail. Encourage Ss to share ideas about their peers and say if they found anything in common.

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