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Listening Lesson
Pre-Intermediate level


In this lesson, students improve their receptive skills (listening) and advance their lexis in the context of art and music. This is followed by the practice of a new grammar subject “used to” where the students have the chance to improve their productive skills by speaking and practicing what they learn during the lesson.


Abc Global coursebook
Abc Flash Cards

Main Aims

  • To provide gist and detailed listening practice in the context of art and music

Subsidiary Aims

  • To provide practice to the students for the grammar subject of "used to"


Speaking (3-5 minutes) • To set lesson context and engage students

I show the pictures of some famous singers to the sts and ask them they think they are doing and what kind of and art it is. Then I tell them to think about a famous performance centre in their city (like Zorlu center) and ask them what they have inside the center.

Vocabulary (4-7 minutes) • To gauge students' prior knowledge of the vocabulary of the context

After I introduce the topic to the students, I give them a sheet and ask the sts to check the words individually and tick the ones they already have at home in two minutes. Then I tell them to work in pairs to brainstorm about the meanings of the words they don't know. In a minute, I ask them to check the next sheet and match the pics with the words working in their pairs again.

Pre-Listening (3-5 minutes) • To practice the productive skills (listening) and clarify areas of the target language where students had difficulty in the first test stage

Before I play the listening task,I ask the sts to list the lexis of the previous activiy in order fromoldest two newest working in smallgroups. Then I want them to check their answers in their groups.

Listening (4-5 minutes) • To provide students a listening for specific detail

I play the listening task again to let them fill in the blanks of the task. I ask them to check their answers in pairs. I ask some random concept checking questions.

Grammar (3-5 minutes) • To introduce the sts with the grammar subject "used to"

I tell the sts a short story about something I used to do. For a few times I pause while telling the story and let the students guess some words. Then I briefly ask them when I did the action, and if I still do that. Then I ask them how to put it into a question and negative form. I take some examples from the sts and help them correct their errors if it's necessary.

Grammar Exercise (3-4 minutes) • To provide sts a practice of what they learn

I ask the sts to do the exercise on pg:137 in pairs and after 3 minutes I want them to check their answers with another pair (with the ones sitting opposite to them)

Speaking (10-15 minutes) • To provide the sts an area to improve their productive skills (speaking)

I write "2004 and 2014" on the wb. I tell the students that I used to listen to rock music in 2004 but I listen to latin music now. Then I tell them to work in small groups and ask each other what they used to do in 2004 in a limited time. Then I ask the sts what they have learned about their partners and if there is anything interesting.

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