Moutaz Moutaz

oxford discover futures 3 listening
intermediate B1/B2 level

Description

This lesson intends to practice Ss' listening skills - both listening for gist and listening for specific information in a certain context. The lead-in will use a visualization approach to set the context, engage Ss in the lesson, and encourage them to use their imagination in preparation for the activities to follow. Ss will be introduced to key vocabulary to help their understanding of the text through flashcards and mime. In stage 2 of the lesson, Ss will work in pairs, practice reading for gist, and semi-controlled speaking – organizing a picture storyboard to predict the story behind the picture. In stage 3, Ss will listen to a recording to check their predictions (listening for gist). They will discuss their answers in pairs and the T will monitor them – they can listen again if necessary. Ss will then listen for specific information (intensive listening), with a 'fill in the gaps' exercise. Ss check answers in pairs, T monitors, and check answers. The lesson will follow up with Group work discussion about the characters in the text. T will provide prompting questions. This semi-controlled speaking activity will give Ss the opportunity to share opinions and communicate with their peers, practicing speaking for fluency. T monitors. The lesson could lead to a follow-up lesson where Ss produce their own ideas about the topic in focus.

Materials

Abc • Videos, computer, smart screen, whiteboard, colored markers

Main Aims

  • To provide gist listening practice using a text about the topic in the context of idea
  • To provide deduction listening practice using a text about the topic in the context of idea

Subsidiary Aims

  • To provide fluency speaking practice in a the topic in the context of idea

Procedure

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

• With books closed, dictate or write on the board: Do you do quizzes online or in magazines? Do you usually agree with what they say about you? What are your favorite quizzes? What was the last quiz you did online or in a magazine? • Put students in pairs to discuss the questions. Discuss their ideas briefly as a class, then ask: How can we influence other people? Elicit a few ideas, e.g., by the way we dress, by trying to get someone to do what you want. • Students open their books. Read aloud the life skills strategy and check students understand everything. Ask them what they notice about the picture. Ask students to read the “Are you a positive influence?” quiz and think about what they do, and examples of when or how they do these things. • Students do the quiz individually and then check their results in the key.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

• Put students in pairs to discuss and compare their answers and the categories in the key. • Ask more questions to encourage students to tell the class about different ways to influence people: If you’re shopping with a friend and he/she tries on something and asks your opinion, are you always honest? If a friend wants to do something that you think is not safe, do you say anything?

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

• In pairs, students discuss how they believe YouTubers influence their followers. • Then ask them to read the statements and decide which they agree with. • Play the audio for students to listen and check which of the ideas were mentioned.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

• Ask students to read the listening strategy. Ask: Before you listen, what advice does the strategy give for answering multiple-choice questions? (Read the questions carefully and underline the key words.) • Ask students to read the five questions. Ask: What are the key words? Elicit a few ideas. Ask students to read the answer options and guess which ones are right before they listen again.

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

• Play the audio again for students to listen and confirm their answers. • Check answers. Discuss the clues in each question, e.g., in 1 we know we are going to listen to a podcast about YouTubers and their advice.

Home assignment • consolidation

Ask the students to answer workbook exercises.

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