Kamal Kamal

Cutting Edge UI unit 5 listening & vocabulary
Upper Intermediate level

Description

In this lesson, students will share their opinions regarding online dating websites. Then, they will read about and listen to two people that talk about their blind date. Students will listen for gist and then will listen again for details. They will also learn some spoken expressions from the listening track. After that, students will use the questions from the listening track to learn about more complex question forms

Materials

Abc pre-teaching vocab
Abc note-taking sheet

Main Aims

  • To provide gist and specific information listening practice using a text about a blind date in the context of online dating

Subsidiary Aims

  • To provide clarification of more complex question forms in the context of online dating

Procedure

Warmer/Lead-in (6-9 minutes) • To set lesson context and engage students

ss are shown a dating website on the board and are asked to describe what they see Ss are put in pairs and asked to answer Qs in 1a. Time limit: 2mnts T gets WCFB Ss are asked to look at the online dating profile in exercise 1b and decide which information is correct and which is not. T makes sure students know the meaning of the word exaggeration and elicits the verb form. Time limit: 3mnts Ss compare answers in pairs and then T gets WCFB

Pre-Reading/Listening (3-4 minutes) • To prepare students for the text and make it accessible

Ss are given a small slip of paper that has some of the words and expressions they will hear in the audio. Ss are asked to match them in pairs. time limit: 1 mnt T checks answers with ss

While-Listening #1 (8-10 minutes) • To provide students with a listening-for-details task

Ss are referred to ex. 2 Q.1 and are asked to answer it as a whole class. Ss are asked to predict what the answers for the other two questions are. Ss compare their answers with their partners. Ss listen to the audio track and check their answers. T gets WCFB

While-Reading/Listening #2 (11-13 minutes) • To provide students with a specific information listening task

Ss are shown the first sentence in ex. 3 and are asked to guess what the missing word is. Ss are asked to take two minutes to read through the sentences to see if they can remember any of the missing words and to know what to listen for. Ss listen and complete the sentences. Ss compare answers. T gets feedback To regroup the students, students choose a strip of paper that either has one of the idioms OR its meaning. They go around the classroom looking for their partner and sit together.

Post-Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss are asked to do exercise 4 with their new partner. T asks a few ss to share what they talked about with their partners.

While listening #3 • To provide students with a less challenging listening-for-gist task

- Ss are shown the photo of Ursula and Josh and are asked to describe them. - Ss are asked to read the article and answer the question: What does Ursula think of Josh? Time limit: 3 mnts - Ss compare answers in pairs - Ss are told that they will now listen to Josh's side of the story. Ss are asked to predict whether Josh is kinder or crueler. Ss listen and check their predictions.

While-Listening #4 (5-6 minutes) • To provide students with a specific information listening task to guide them to notice the target language

Ss listen again and write down the questions that the journalist asks. Ss compare answers in pairs. T tells ss that they will need these questions for the following lesson. T concludes the lesson

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