Selin Selin

Teaching Practice 5
Upper-Intermediate level

Description

This is a listening lesson based on material from Face2Face Upper Intermediate Unit 4. The listening topic is Telling Stories and specifically Urban Legends. There will be a vocabulary introduction which will be followed up with gist and scan listening. Students will produce their own ideas looking at pictures during gist listening and do a gap fill exercise during listening for specific information. Lesson will end with a post listening speaking practice about urban legends sts know about in their own culture.

Materials

U5hxv8uirxonbqulhmrj gap fill ex 4a Gap Fill HO
Xknuplps32zuiiqn1wwg sories of pictures TEXT
Uhupx3kor7ga6t92hde5 in common WHAT'S IN COMMON
Bmf2xxkssuedevlpubtw pictures PICTURE OF A YACHT
Fwiwgrvfqfaptbje8kaw guess the story pictures Guess he Story
Xhfoepjhsiccg6bdfq75 29 track 29 Audio - Urban Legends
Abfnga2cq6wuilqodkcp true or not text True or not text

Main Aims

  • To provide gist and specific information listening practice about Telling Stories in the context of Urban Legends.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of urban legends in their culture.
  • To provide clarification of vocabulary in the context of urban legends

Procedure

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

Chest and give sts HO with names of some well known urban legends, ask sts to work in pairs and elicit 'Urban Legends' by asking them: 'What do they all have in common?, connection' ICQ: Are you going to tell stories to each other? NO ICQ: Are you only going to find a connection? YES If they don't come up with the answer, write on WB. urban /əːb(ə)n/ legend /lɛdʒ(ə)nd/ and mention they are also called myths /mɪθs/ Once Context is set ask: CCQ 1: Are urban legends always true? No CCQ 2: Do we know who told the story first? No Ask them to work in pairs to come up with 2 urban legends that they know the story of. Elicit answers from WC and write on WB.

Pre-Listening (6-7 minutes) • To prepare students for the listening by introducing vocabulary related to task and providing review of some vocabulary.

Chest HO ( pictures on page 30) Ask students to look just look at the pictures. Start teaching vocabulary. Divide lexis into 2 groups (related words): G1: sailor, yacht, sink, crew, rescue G2: bug, insecticide, get rid of ******Look at language analysis sheet for this stage*******

Pre-Listening (5-6 minutes) • To prepare sts for the listening and create interest.

Put sts in 3 groups. Chest HO (Guess the Story) again. Ask sts to look at pictures a, b, c on HO and guess what happened in each story. ICQ: Are you going to describe what's in the picture or guess the story? Give them 3 minutes for this. Elicit ideas in WC feedback. Ask each group for one story guess.

While Listening - Gist Listening (8-10 minutes) • To provide students with less challenging gist listening practice.

Sts will hear the recording, each story once (stop and start) and compare their guesses. ICQ: Do you need to write anything? NO ICQ: How many times will you listen to it? Once T will play the recording (AUDIO R4.1 / 2.47 minutes), one story at a time. 1st story After each story PW check to see if they were close. 2nd story - PW check 3rd story - PW check Check if they their guesses were anywhere near the actual story they heard in WC feedback.

While-Listening/Detailed Listening #2 (10-12 minutes) • To provide students with more challenging detailed listening task to find specific information.

Change pairs. Chest HO (pg31, 4a) and ask sts to read the questions 1-8 first. Give them 1 minute to do this. CCQ: Are you going to write the answers now? No, just read Ask Sts to listen again now for specific information to fill in the gaps on HO (4a) individually first. Monitor Check answers in pairs. Monitor Listen R4.1 again if the students request it otherwise; Listen AUDIO 4.2 for checking answers in a WC feedback. Answers key. 1. race 2. sailors, kangaroo 3. photos 4. cow, sky 5. Russian, police 6. crew, cows 7. California, bugs 8. bombs, intructions

Post-Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Put sts in 3 groups. Write group names on WB. (South / North / West / East) T asks sts to discuss if they think the stories are true or not and why in a guessing game. WC feedback, write the group guesses on WB Give HO (text with answers) and ask students to read the answers. Find a winning group, write on WB.

Post Listening - Freer speaking practice (8-10 minutes) • To provide students with freer speaking practice with the context of urban legends.

Divide the class into 2 groups. Ask them to find and discuss some well known urban legends in Turkey which they all heard about, do they think the stories could be true? where do they think the story came from? how long do they think it's been told for? Error correction if necessary. Ask each group to decide on one story to tell the other group. If time: Talk about other urban legends they know. Hand over to Richard.

Web site designed by: Nikue