Анна Карелина Анна Карелина

Speed Dating: Listening Lesson
Upper-Intermediate, B1. level

Description

In this lesson students will develop their listening for gist and detailed listening skills. They will watch a small video at the lead-in stage to provide the context. Then some useful expressions for reacting and asking for more information followed by the final speaking activity "speed questioning" with other people in the class.

Materials

Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video
Abc Handout from Global Upper-Intermediate; Video

Main Aims

  • To provide gist listening practice using a text about Speed dating in the context of experience of two people who did speed dating

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of speed dating

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

I will show a small video (probably without a sound) - an example of a speed dating. And will elicit from students: 1). What is it? 2). How is it organized? 3). What questions do people ask? 4). What do people want from this date? 5). Would you like to take part in such an activity? Students first discuss in pairs, then WGFB.

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

We are going to listen to a radio programme where a man and a woman, Alex and Emily, who tried speed dating, will talk about their experiences. (there are pictures of Alex and Emily on the board). The information in the listening is 100% real.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist listening task

1. The task is: to find out whether their speed dating experiences were successful or not. Why? Check in pairs, WG FB.

While-Reading/Listening #2 (6-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Listen again and then answer the questions with E (Emily), A (Alex), or B (both). (I'give them the handouts with the questions). Listen, check in pairs, WG FB.

Post-Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1.Discuss in pairs: does hearing about Emily and Alex's experiences make you feel more or less positive about speed dating? 2. We are going to do 'speed dating' with other people in the class. Before you start, think of five questions to answer. When the students are ready: the task is: When I say "start", you have two minutes to talk to the person in front of you. Ask and answer each other's questions and ask for more information. When the teacher says: "Change", stop and go and talk to another student. I'm going to give each of you one heart and at the end you can give your heart to the person whom you liked. Or you can keep it to yourself if you don't like anyone. Which questions were the best for finding out about other students? Do we have any matches? (Students mutually exchanged the hears).

Useful language (3-4 minutes) • to provide students with the useful language for the final activity.

When you ask someone a question and they answer, it is normal to show I interest, for example: (eliciting) Really? Yes, me too, me neither, I know what you mean, or asking for more information, either with another question: And what happened then? or simply with a question word: Why? When?, etc. + I will read some curious questions as an example; (perhaps will write some of them on the board).

Error Correction (2-3 minutes) • to focus on the errors and elicit students' error correction.

Some incorrect sentences are written on the board- students correct them.

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