Timothyhallam Timothyhallam

TP #5a
Upper Intermediate level


During this lesson, our first with this group of Upper Intermediate students, I will be picking up from the context set in Rena's preceding lesson regarding some famous speech makers. The content is primarily listening based and we will be practicing listening for gist and more detail about rhetoric and exploring what rhetoric is, through the material I'm presenting and reflecting on material the Rena will have presented in her lesson, which covers a selection of famous speech makers and the techniques of rhetoric they used in some excerpts from famous speeches. We will then open up a guided discussion about speech making in PW and finishing this as a class discussion.


Main Aims

  • To provide Ss with an opportunity to develop gist and detailed listening skills.

Subsidiary Aims

  • To provide Ss with an opportunity to develop their fluency through freer PW and WC discussion.


Warmer/Lead-in (5-7 minutes) • Short video to set lesson context and engage students

To begin the class T will say good morning in a very drolI, monotonous tone and then in a more passionate tone. I have selected a 2 minute video of a famous BBC interview between Jeremy Paxman and Michael Howard, during which the interviewer, Jeremy Paxman asks a Politician, Mr Howard, a question 12 times, which is a yes or no question. This question is not answered. During this exercise, I will set some gist questions prior to showing the video... How many times does the interviewer ask the same question? What are the possible answers to that question? Does the politician answer the question? I will discuss these questions after the video. The purpose of this video is to lead into the subject of rhetoric.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the listening text and make it accessible

At this point I will cover some of the key vocabulary to enable better understanding on the listening text. The main word is rhetoric, which I will have mentioned during the warmer exercise. I will use CCQ's to elicit meaning and model and drill the pronunciation, as due to the spelling, some ss might be a bit confused. The second word I want to explore for today is contrast. As this is often mixed up with the meaning of compare, I will elicit that rather than compare being the process of looking at similarities between things, contrast focuses on the difference. As a CCQ, I will elicit a comparison and a contrast between 2 items in the classroom, for example 2 different coloured board markers. I want to explore the concept of 'moving' as an emotion, rather than physically moving an object, as this word comes up in the first transcript we'll listen to, as well as 'claptrap,' which is an old fashioned slang word for nonsense but also a buzz word in speech making. I'll not dwell too much on the buzz word meaning, as this will form part of the gist listening task of the following exercise.

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

I will hand out gist listening questions with regard to the first part of the speech about rhetoric. Students will listen...I am aiming for once, but I will monitor reaction and if there are significant numbers of people struggling, I will play a second time. Ss will be asked to consider the answers to the questions while listening and then discuss their answers as PW. T to discuss the answers with WC.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction listening and reading task

T will ask the class to listen to the 2nd part of the speech about rhetoric and prior to the listening, will ask Ss to identify the 3 main rhetorical techniques and what they are. Again following the listening exercise. Ss will work in pairs. T to briefly consolidate these by writing them on the WB and will then ask Ss to turn back to the speeches that Rena covered by famous people and Ss to allocate each technique to the appropriate speech. T to consolidate and elicit answers if necessary.

Post-Reading/Listening (7-9 minutes) • To provide Ss with an opportunity to expand on what they've learned and practice fluency

T to give Ss random big words from a random big word generator at http://www.wordgenerator.net/random-word-generator.php The aim of this brief exercise is to have a bit of fun practicing the rhetorical techniques we've covered, and even to use different ones. The word generator generates words not often used in every day English and so will also expose Ss to different words. However the aim of this is to effectively lie about the word using the rhetorical techniques covered. So for example, if I have the word 'Ignoscible' which actually means pardonable (not important for this exercise) I have to make a 1 minute speech using one or more of the techniques we looked at during the lesson. So I might start, 'Ask not what ignoscible can do for you, but what you can do for Ignoscible...' The aim of this exercise is to have a bit of fun with some of the techniques we've looked at. As an additional activity, as per my anticipated problems, if time allows, we will discuss some statements about public speaking in PW ie Speaking in public is very difficult, Good speakers manipulate their audiences with rhetorical techniques, People should learn how to speak in public...Ss will have a chart ranging from strongly agree to strongly disagree and will discuss in PW

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