Simin Heyhat Simin Heyhat

Teaching Practice 8
Upper- Intermediate (B2) level

Description

In this lesson, Ss practice their gist, detailed listening skill and listening for specific information in the context of sleepwalking disorder.

Materials

Abc Listening for specific information answer key
Abc Audio Script
Abc Lisening HO
Abc gist listening picture
Abc lead-in Pictures
Abc detail listening answer key
Abc Pictures for Pre- teaching Vocabulary

Main Aims

  • To provide gist and detail listening practice using a text about sleepwalker incident.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion to give reason and also personalized the context.

Procedure

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

The teacher shows Ss some pictures of sleepwalkers and elicit the word from students then asks Ss to speak in pairs about

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

In this stage the teacher pre-teaches some of the vocabularies by showing the pictures ( construction site, ladder, harness safety, crawl)

While-Listening #1 (4-6 minutes) • To provide students with less challenging gist listening tasks

The teacher asks Ss to look at the picture of a crane which a girl is sleeping on and the headline of the newspaper in their HOs and asks the students to speak in pairs : Why do you think the girl is sleeping on the crane? How did she get there? Then get some of their feedbacks but not reject any of their predictions.The teacher will asks Ss to listen and check their answers. and tell what happened next? she plays the audio, Ss check in pairs first and then a WC feedback.

While-Listening #2 (6-9 minutes) • To provide students with listening for specific information task

The teacher asks Ss to read through the text and then listen again and find 8 mistakes of the text and correct them. They have pair check before the WC feedback. The teachers gives them the answer key.

While- Listening#3 Listening for detail (7-10 minutes) • To provide students with more challenging detailed listening task

The teacher asks Ss to read the questions quickly and listen to the audio and write True or False, if it is False correct it. Then she plays the listening, asks them to check in pair and if needed (gets it in monitoring) replay the whole pr part of it. At the end get the whole class feedback. The teacher gives them the answer key.

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

The teacher puts the Ss in the groups and ask them to discuss their views on the last listening if they agree or disagree in their groups come to conclusion and then get their feedbacks.

Delayed Error Correction (1-2 minutes) • To show awareness of students' errors and give them a feedback

The teacher writes some of their nice and some mistakes on the board and then correct them with the Ss' help.

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