Gözde Demirel Gözde Demirel

Gözde Demirel TP 3a , Speaking & Listening
Intermediate, B2 level

Description

In this lesson, SS improve their productive skills through speaking in the context of " misunderstandings " and their receptive skills through listening a recording in the same context. T starts the lesson by telling her story when she had a misunderstanding and SS ask follow up questions. T continues with showing a picture to the class and asking SS questions to get them to predict what the problem is. T gives SS a text, asks them to read and checks their understanding by follow up questions, and provides them with the end of the story. SS retell the story using the given words this time. T continues with the vocabulary task where students match sentences and check their answers in pairs. In the next stage, SS improve their receptive skills by listening to a recording to find out about misunderstandings and T plays the recording again to let the SS listen and get specific information from the conversations. In the final stage of the lesson, T gets students to practise speaking about misunderstandings from their own experiences with their partners and gets them to share their partner's stories with the class.

Materials

A6e22kfmq9oyi15h5cwk vocabulary handout Vocabulary Handout.docx
Ceu6cmv1q6osukwz9zcm answer key Answer Key.docx
Ovv70jsttng3lkgv3asl answer key for students Answer Key for students.docx
Abc Audio3.4
Kxai4q6tfynw6gbkedhw speaking handout Speaking handout.docx
Ljnf5wassuenqwyottid adsız misunderstanding picture
Ize8nzdvquilgyg0cxxw listening handout Listening Handout

Main Aims

  • To provide fluency and accuracy speaking practice in conversations in the context of misunderstandings. By the end of the lesson, students will have improved their speaking skill in by carrying out various tasks.

Subsidiary Aims

  • To provide first gist and then specific, detailed information in the listening practice using an audio about misunderstandings. By the end of the lesson, students will have practised receptive skill by listening to an audio to get specific and detailed information.

Procedure

Lead-in (2 minutes) • To get the students' attention for the topic

T tells students a story when she had a misuderstanding and tries to encourage the SS to predict what happened at the end. SS ask T questions to get more information.

Setting up the context (3 minutes) • to set the context for the lesson and lead students to the topic

- Show students the picture and ask them ; " Where do you think it is ? " " What might be the problem?" - Let volunteers answer

Reading a text and speaking about it (8-10 minutes) • To provide a story which involves the target subject and thus presenting a sample scene to help SS feel comfortable to join the oral activity

- Give SS the folded hand out and tell them to read the text quickly. - Ss read the text for two minutes and in P/W discuss what happened next - To check the comprehension ask : " How many people were celebrating in thr restaurant? " " Why were they celebrating? " " Why did Johnny Carson go over? " " Who went to pay the bill?" - Nominate SS to share their predictions. - Tell students to unfold their sheet and read the contuniation of the story - Ask SS: " Who actually paid the bill? " " Why did he pay it? " " How much was it? " " Was Johnny Carson angry about the misunderstanding? "

Retell the story (5-6 minutes) • To get the students retell the story using the words in the box. The students will practise speaking in a structed topic to improve their productive skills.

- Tell Ss to cover the text and unfold their handout - Tell them to retell the story using the words in the box in P/W - Nominate stronger SS to retell the story

Vocabulary Task (7-8 minutes) • To get the students practise some phrases which will help them to formulate their messages clearer.

- Give Ss the vocabulary hand out - Go through the example with the class - Tell them to work on their own and match the sentences. - When finished, get them to check their answers in pairs. - Give the answer key to the students and let them check their answers. - Monitor while they are checking and elicit Ss' answers in F/B. - Tell SS to discuss the meaning of the words in bold in pairs - Monitor when they are sharing ideas and then W/C F/B

Listening (6-7 minutes) • To listen to an audio and figure out the misunderstandings in the conversations

- Explain to the class that they are going to listen to four conversations and find out the misunderstanding in each. - Tell them not to worry about hearing every word. - Give them the hand outs and play the audio - Monitor and check their understanding - Tell them to check their answers in pairs - Elicit the problems in the conversation in F/B session.

Listening to get detailed information (8-9 minutes) • To get the students to listen to the audio and pick up detailed information about the questions to improve receptive skills ( listening)

- Tell SS that they are going to listen to the recording again, this time to answer the related questions.Inform them that you are going to pause the recording between the conversations to let them some time to write the answers. - Let them examine the questions for a minute and play the audio. - Monitor the class and check if eveyone can answer the questions. - Tell them to check their answers in pairs. - Play the recording again if necessary. - Give students the answer key and monitor if they could answer the questions correctly.

Speaking (10 minutes) • To let students practise speaking about their experiences in the light of what they have learned throughout the lesson.

- Group the SS in 3 or 4. - Tell them that in their groups they are going to tell each other their stories of misunderstandings, - Remind them to take notes about each other's stories - Monitor them when they are telling stories and taking notes - In F/B session, let volunteers take the lead - Nominate other students to speak as well.

Fill in the blanks ( If time allows ) (2-3 minutes) • To get students to focus on specific information from the audio and complete the expressions.

- Let students unfold the last part of the page. - Do the first one as example - Tell them to work on their own and complete the expressions with the words from the box. - Pair check before W/C F/B.

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