Nastassia Nastassia

TP2 Nastassia Khomich (Listening)
Pre-Intermediate level


In this lesson, students train their listening sub-skills (listening for gist and listening for specific information) based on a text about a terrible vocation.


Abc Lead-in, Post-listening
Abc Listening for gist
Abc Meaning, form and pronunciation; Listening for specific information

Main Aims

  • To provide gist and specific information listening practice using a text about a disaster holiday in the context of traveling.

Subsidiary Aims

  • To provide clarification and review of holiday words in the context of bad traveling experience.
  • To provide fluency speaking practice in a roleplay dialogue in the context of prospective vacationer and travel agent


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

Elicit from Ss what can spoil a holiday (what problems can they face at the airport / hotel). Board some of the vocabulary relevant to this lesson: cancelled flight, polluted sea, bad weather etc. Keep this brief and move on to vocabulary clarification.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

Meaning Show G-Slide, nominate Ss to match meanings to definitions. As they do, ask CCQs from TLAS and follow up Qs to probe understanding. CCQs: Is it pleasantly to swim in dirty water? (No), Would one enjoy such a holiday? (Yes) Answers: 1 B, 2 A, 3 D Form Draw Ss' attention to the parts of speech of TL and their combinations. dirty sea (adj + n) dream holiday (n + n) ants (n, countable, plural) Pronunciation Tell Ss they will hear the three expressions. As they listen they should put the phrases in the columns according to the stress patterns. Show Ss that each has their own slide. Get them to signal with a thumbs up when they find the slide with their name on it. Play audio twice. Check answers. 
Highlight the correct position of stress. OoO dirty sea Oooo dream holiday O ants

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

'You’re going to listen to how Mark and Rosa’s holiday went. Was is a dream holiday?' Play audio once and confirm answers (in Google Form). Students compare their answers in chat via private messages before OCFB. Answer: nightmare

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Show slide with a text. Highlight the missing words in the sentences. Tell Ss they will listen a second time and complete those gaps. Ask Ss to find their named slides and give you the thumbs up when they have done so. Play audio again and let them complete their slides. Put Ss in BORs to compare answers. Show answers on penultimate slide. 
 1) £ 1000 2) two 3) May 4) beautiful 5) delayed 6) the next morning 7) twelve 8) hurricane 9) five-star 10) sea 11) beach 12) dirty 13) frogs 14) vegetables 15) ants 16) hurricane 17) terrified 18) three days 19) nothing 20) five 21) perfect

Post-Reading/Listening (15-18 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Put Ss in A/B groups. As are Mark and Rosa's friend and should ask them questions about their holiday. Bs are Mark / Rosa should think up some details (weather, hotel, beach, food, swimming pool). Ss start the conversation like this: Student A: So did you have a good holiday then? 
Student B: No, it was awful! It was a nightmare!
 Student A: Why? What happened? Conduct feedback on the task via question 'What do you think was the worst part of the holiday?' Put Ss in A/B pairs to role play. Monitor, listen unobtrusively for FB (good use of vocabulary related to vacations and errors.) Give DEC

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