To provide gist, specific information and note-taking listening practice using a text about driving in the context of dangerous driving
To provide fluency speaking practice in a pair work and group discussion in the context of dangerous driving habits
Procedure (37-51 minutes)
T asks the Q "How long have you been driving?" and nominates a student or two. T continues nominating "Do you think you're a good driver? Why?" T asks to the whole class "Have you ever seen a very bad driver? What did he do? Then T shows a video about "Top 5 Worst Drivers" to create further interest into bad driving
T tells a fictional story about the T’s best friend (Jessica) who lives in NY and who recently started driving will be used as a means for elicitation of the new vocabulary. Story will be used together with pictures projected from OHP. After the story T asks SS to works in pairs and talk about a mini-discussion question to check the comprehension of the story: "Do you think my friend Jessica is a bad driver? Then T goes back to the visuals she used together with the story and ask CCQs: What does a gold expert know about gold? When you use a simulator, do you drive in the street? When do you adjust your satnav? When you already know the address or when you don’t know the address? Tell me one thing women use when they put on makeup. When you do your hair, does it look better or worse? What pieces of information can you find on a driving licence? What can be results of a serious traffic accident? Who uses the steering wheel? The driver or the passangers? If something is hazardous, do you advise it or not? Then T drills the pronunciation of the new words and check them by whole class drilling and nominating SS
T tells the SS to read the short text on p. 27 in 2 minutes and discuss the first question in 6a as a group activity in 1 minute. T then gets the answers from one group. T tells the Ss to do 2nd and 3rd Qs alone and compare their answers with their groups. They have 3 minutes to decide and discuss. T writes top 3 predictions on the board to check them after the listening.
T tells Ss that they will listen to a safety expert who will list the most dangerous driving habits from number 1 to number 7 (from the most dangerous to least dangerous) T reminds the SS that they don't have to understand every word in the listening. They only focus on which item the expert is talking about and put them in the order they hear. T asks ICQs like "Do you have to understand every word the expert says" (No) "Which one is the most dangerous habit; the first one you hear or the last one?" (the 1st) SS listens twice if needed. Then SScompare their answers with their pairs before checking them as a whole class activity.
T tells SS that they will listen again, but this time for a different aim. T gives the question of "Why are these habits are dangerous?" and tells them that this time they need to listen to more carefully and take some notes at the same time. T shows the note-taking worksheet and tell them to take notes in columnsnot as sentences but only as key words. T asks ICQs to make sure the procedure. SS listens twice if necessary. Then they compare their answers as a group discussion. After the discussion T asks SS to come to the board and write their answers in the columns like they do on their worksheet. Answers are checked as a whole class activity
SS look at 7 statement in the speaking part on p.27, and tick the ones they agree and put a cross next to the ones they disagree. T elicits the words "agree/disagree" if necessary. Then T elicits the different use of agreeing/disagreeing from the students. T assignes a new partner for each S and gives 5 minutes to discuss what they think of each statement. Whole class feedback if time permits