Stephanie Guler Stephanie Guler

TP8
Intermediate (B1+) level

Description

This lesson will focus on the receptive skill of listening (prediction, gist, and specific information) and the productive skill of speaking (discussion/informal debate) in the context of the TED talk "The World's English Mania". The warmer will be a discussion about the word mania. Students will work in groups to come up with a definition for the word, followed by a pre-listening activity: a discussion about different types of manias. Then students will watch the first minute of the video to check their ideas about manias. Next, students will discuss the title of the video, and predict what the speaker will be talking about. After discussing ideas with the class, students will be asked to do a prediction to prepare them for a gist listening exercise. Students will watch the rest of the video to check if their predictions were correct. After, they will watch the video again and answer some questions in a handout for a detailed listening exercise. Then students will have a discussion about the main points in the video with a partner. After sharing their ideas with the class, students will discuss the video on a more personal level to practice speaking for fluency.

Materials

Watch?v=zpilr21gwao?size=16&default=html Video
Vsdsjr8wskkjekilgpgn listening exercises Listening Exercises
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Toieyxbntpyfe4jakd6g tp8 PPT Slides
3d8ro2nztwcwgabxqfnj discussion questions Discussion Questions

Main Aims

  • To provide gist and specific information listening practice using TED talk "The world's English mania"

Subsidiary Aims

  • To provide fluency speaking practice in a discussion/informal debate in the context of TED talk "The world's English mania"

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Write 'Mania' on the board. Ask Ss to think about the meaning of this word. Elicit a couple ideas from Ss. Put Ss in 2 or 3 groups and ask them to come up with a definition for 'Mania'. Have each group share their definitions and how they came up with their ideas.

Pre-Listening (7-8 minutes) • To prepare students for the text and make it accessible

After Ss share their definitions for 'Mania', ask Ss which one they think is most correct. If needed elicit more info and/or check understanding with CCQs. Show the actual definition on projector. Tell the students they will watch a video about a type of mania. First Ss will work in pairs to brainstorm different types of manias based on the definition. Have each pair write their ideas on board. Ask students to listen for their ideas, then play the first part of the video (0:00 - 0:58). Refer to the board. Ask Ss if they heard any of their ideas in the video. Elicit the types of manias mentioned by the speaker.

Listening for Gist and Specific Information (9-10 minutes) • To provide students with less challenging listening task

Write the video's title on board: The world's English mania In pairs, have Ss predict the topic of the video. Nominate each pair to share their prediction. Show Ss Task #1 on projector. Elicit instructions. Tell Ss to fold their paper in half and only look at Task #1. Ask, "What are you going to do?" to check understanding of instructions. Give Ss HO and let them answer the questions. Tell Ss they will watch the rest of the video. Ask them to listen and check if their predictions are correct. Play the video starting at 0:58. Have Ss check their answers with a partner. Elicit answers from Ss in quick FB. Ask if their predictions about the topic were correct.

While-Listening: Specific Information (7-8 minutes) • To provide students with more challenging detailed listening task and prepare them for speaking exercise

Tell the Ss they will watch the video again. This time they are going to listen for specific information. Ask Ss to turn their HO over to reveal Task #2. Elicit instructions from Ss. Play video again from the beginning. Ask Ss to check their answers with a partner. Give answer key to the first pair to finish. Have remaining Ss check their answers with answer key.

Post-Listening: Discussion (7-8 minutes) • To provide an opportunity to respond to the text and practice speaking for fluency

Put 2 sets of discussion questions on both sides of the room before class. Tell Ss they will have a discussion about the video. Switch partners (1,2,3,4...) Then tell Ss three different discussion questions are posted around the room. Divide the class into two sides (this group will look at the questions on this side, this group on the other side) Ask Ss to walk around the room and discuss each question with their partner. Take about one minute per question. Monitor Ss and collect errors. For FB, nominate a pair to answer each question. 1. Is English mania good or bad? Why? 2. Do you agree or disagree with the speaker? Why? 3. Does the world need a common language? Why or why not? Attempt to start an informal class debate by asking Ss if they agree or disagree with their classmates. Encourage Ss to argue their points.

Freer Speaking Exercise (6-7 minutes) • To personalize the topic. To provide students an opportunity to share their opinions and practice speaking for fluency

If there is time, show discussion questions on projector: 1. Do you think it's important to know English? Why? 2. Should every person be required to learn English? 3. Are you a part of the English mania? Ask Ss to think about these questions. Tell Ss they will discuss their opinions with their classmates. Ask Ss to stand up and mingle with classmates. Ask/answer the questions on the board. Nominate 3 Ss to answer each question. Do delayed error correction. Write a few good/bad uses of language on the board. Elicit corrections from Ss.

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