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RALF TP 6 UPPER-INTERMEDIATE LEVEL
UPPER-INTERMEDIATE LEVEL level

Description

In this lesson the students will listen to a recording in which several people speak about their feelings (fear, stress) . This will also be the context they will deal with. First, as a lead in,there will be a competition: which of the 2 groups can first match the images and the sentences? Then I will pre-teach, elicit some words related to feelings. After the first listening (gist listening).they will answer general details. After the 2nd listening more detailed questions will be answered. Then, they will mingle and speak about their own experiences and feelings.

Materials

Abc listening exercise hand-out, gap fill exercise
Abc script recording
Abc 8 sentences, related to different feelings
Abc pictures related to "feelings"
Abc cut - outs with sentences related to feelings

Main Aims

  • To provide first gist , then more specific information listening practice using a text about feelings

Subsidiary Aims

  • to provide an opportunity for learners to talk about a variety of feelings (speaking)
  • to practice speaking for fluency

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students: I will make them familiar with words related to feelings

The students will be split into 2 groups, they will receive images and have to match them with the sentences on the WB

Pre-listening (eliciting) (10-12 minutes) • To prepare students for the recording and make it accessible

I will elicit , concept check words related to feelings and experiences: feel embarrassed: elicit: When I got off the bus, I fell over my own feet, I was not hurt, but I was: embarrassed.. I had a red face and I felt silly. CCQ - Did I want to hide? Yes Did I have a red face? Yes Feel frightened: elicit: Walking down a street, at night in Taksim, I heard somebody screaming.. What did I feel? I felt frightenend. (I was very afraid) CCQ: Does it mean I was afraid? Yes Does it mean I was relaxed? No Does it mean I having a good time? No To pass out Elicit: I had my blood taken. And “my lights” went out for 20 min.. I fainted, I passed out CCQ: Does it mean I was dying? No Does it mean I was very nervous? Yes To detest: Elicit: When I was a child I did not want to eat spinach. I hated it, I detested it. CCQ Does it mean that I liked it? No Does it mean that I hated it? Y Horror movie: Elicit: I don’t like movies with a lot of blood or violence, I dislike: CCQ Are those movies funny? No Is there a lot of violence? Yes

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

With the listening exercise hand-out on their table, they will listen to the recording and match the speakers to the questions.

While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

They will listen to the recording again and make notes what each speaker said. I will then give them the answer key (the script) so that they can compare on their own.

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

I will give 2 cut outs to every student, they will mingle and interview each other about things which they detest, make them happy, etc.

ex.4 (new recording) (4-6 minutes) • to listen and write down specific information

The students listen to this recording (2.6) and complete the sentences from the recording.

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