Tom Dignum Tom Dignum

Thomas Dignum
Pre Intermediate A2 level


In this lesson students will learn about


Abc Exercise 2
Abc Exercise 3
Abc Exercise 4
Abc Tapescript

Main Aims

  • To provide gist and specific information listening practice using a text about Entertainment events in the context of Experiences

Subsidiary Aims

  • To provide review and practice of feelings and emotions in the context of experiences and entertainment.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The topic and context of the lesson is entertainment and the arts. 0. Group the students into 3's 1. I will give each group of student/student depending on numbers a collection of pictures with an entertainment/event/art to look at. Pictures are listed below. Football Match / sporting event Music concert Opera Ballet Circus Musical Rave Museum 2. Explain to them you will now play a short audio clip in which they must hold up the correct picture when it is played. The picture must match the audio clip. i.e. A picture of a football stadium and football crowd cheering. 3. Then elicit the types of types of pictures these are and try to elicit the words 'entertainment, events, concerts, the arts.'

Pre-Reading/Listening (7-8 minutes) • To prepare students for upcoming vocabulary and exercises related to the vocabulary.

1. Put into groups/teams of four people depending on the number of students in the class that day. 2. Explain that you have 7 cards of new vocabulary. Once i have handed them out I will be acting them out. I want the teams to shout out the answer to the emotion/feeling i am acting. The team with the most points win. 3. Continue to act out all the words in which they can guess the correct words. 4. At the end i will hand them all dictionary meanings to give them more defined meaning as i did not verbally explain the vocabulary. 5. Elicit exampled of form and how the vocabulary might be used in sentence form. This also acts as a way of concept checking. 6. Drill pronunciation

Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. Show the students the exercise 2 handout. 2. Chest read and explain that they will now listen to a dialogue from a radio programme. The radio host will talk about the events that will be happening. Ask the students to order them as he says them. Number them as the host speaks. 3. ICQ the class then start to play the reading from start to end. 4. Once the reading has finished ask them if they want to listen again. If necessary play it again. 5. Ask them to go through the answers with a partner. 6. Then get the pairs to check with a four if you have time.

Listening #2 (7-8 minutes) • To provde students with a more skim based reading excercise.

1. Chest read the students the handout exercise 3. Explain how they need to underline any mistakes that the host makes in regards to the information on the 'whats on page'. 2. Handout the 'what's on' page and ask them to read it briefly for one minute. ICQ the students as to the task they are about to start. 3. Play the interview from start to end. 4. If necessary then chunk the listening. 5. Elicit the answers

Reading from Tapescript. (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading task.

1. Show the students the exercise 4 and chest read. 2. Explain that by memory they are going to try and match up the adjectives to the events in the first column. 3. ICQ the class before giving out the handout. 4. Once they have been given 2 minutes give them the tapescript to check their answers in pairs.

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

1. Ask the students to get into groups of 3-4 in different parts of the room. 2. Give the students of the context of speaking about the last entertainment event they went to and how they felt about it. Once they have don't that to move to another group where they can speak to others about this.

Feedback and Error correction (0-2 minutes) • To provide students with feedback and any error correction.

1. Correct any mistakes using the board if there are any noticeable errors throughout the lesson and answer any questions the students might have in regards to the lesson.

Web site designed by: Nikue