Nashira Jahir Nashira Jahir

Lesson Plan 2: Going Solo
Pre-Intermediate level


In this lesson students will be practicing their reading and listening skills. The lesson will be taught in the context of Matt McKay, the lead singer of the band Ozone, and his decision to go solo, The intro will have students discuss well known bands here in Turkey. Part 2 is a reading exercise where I will go over the questions beforehand. Part 3 is a listening exercise where students will answer a set of questions after. Part 4 of the lesson has students matching verbs to phrases. Part 5 students listen to the audio clip and determine what Matt is going to do and is not going to do. Part 6 concludes the lesson with a brief discussion of students' preferences to be rich, famous, or both.


Abc TB
Abc SB
Abc HO
Abc WB
Abc Example cut outs

Main Aims

  • To provide specific information listening practice using a text regarding an audio interview in the context of of Matt McKay and his reasons for leaving the band.
  • To provide scan reading practice using a text of an excerpt from TV Guide in the context of Who is Matt McKay and why is he giving an interview?

Subsidiary Aims

  • To provide students with detailed listening while having them infer the outcome of an interview.
  • Having students match verbs with their appropriate phrases.
  • To have students discuss what 'going to' and 'not going to' implies in the context of this lesson.


Warmer/Lead-in (2-3 minutes) • To set the lesson in the context of a band member going solo.

I will explain to the class that in today's lesson, we will be discussing connecting verbs (action words) and their phrases. I will use the white board to write verbs = action which | am sure students know from prior lessons. Students can come up to the board and writs at least one example of verbs they know. I will then go into the lesson by explaining it will be taught in the context of a band called Ozone and their lead singer but first I would like them to give examples of bands here ( second stage lead in).

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

I will begin with Ex. 1 on page 48 of the SB. I will have written the questions on the WB before the lesson. I will read the questions out loud to the class then pair students to answer and discuss the questions. Afterward, I will call on 3 pairs of students to answer each of the 3 questions. Once that has ended, I will go over the next exercise. It comes from SB page 48; ex 2. I will write the questions on the WB and read them to the class. I will ask the basic questions given but I will also elaborate a bit by asking more specifically what the general questions are asking. Students will then read the excerpt 'Pick of the Day' and answer the questions given.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ex. 3 and 4 are two parts of an interview respectively. After the students have completed ex. 2, they will have enough information to make predictions about the band. I will distribute a HO after explaining that I will play an audio clip of an interview with the lead singer of the band. With the HO, I will read each question to the class to ensure they understand. I will then ask them to predict which of the answers they agree with and which answers they disagree with. I will play the audio and ask the students to mark the correct reasons they hear. In pairs, they will discuss their answers. I will write letters a-f on the board and read each question allowing for someone to answer. Afterward, I will repeat the audio and ask the students if they want to make any changes and if so, why.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ex. 4 is a lesson in matching the verbs with their appropriate phrases. I will explain that there are some suggested answers however, there may be more than one correct idea and explain that. I will ensure students understand all of the verbs and phrases given. On the WB. I will make a column A with labels in lines a-i and a column B. I will tack the verbs on one side and the phrases on the other and ask students to line them up in the order they believe is correct of what Matt McKay will do. I will ask them to sit down and discuss with a partner the matched pairs on the WB. I will then ask them to write a-i on a piece of paper or the back of their HO and answer which do they believe Matt is 'going' to do with a tick and 'not going' to do with a cross. I will play the second portion of the interview in the audio clip. I will check with students and make sure they understand and check their answers before playing the clip a second time.

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

The last part of the lesson ends with exercise 6. I will wrote a question on the WB from the SB. I will tell students to discuss with their partner for 2 minutes. Afterward, I will ask students how many chose answer a, how many chose b, and how many chose c. I will then ask why and what are they going to do or not going to do with their choices.

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