Louise Miller Louise Miller

Skills Lesson, Talent Show
A1-2 level

Description

In this lesson ss will practice listening and reading skills with an emphasis on prediction, using keywords and scanning to enable them to find answers quicker. This will be done through listening to part of a talent show programme and reading interviews about the finalists.

Materials

Abc IWB flip-chart
Abc Audio
Abc X-Factor Questions
Abc Reading Text (cut-up)
Abc Voting Slips
Abc Pop Star reading questions

Main Aims

  • By the end of the lesson ss will have had practice listening for gist and for more detailed information. They will also have practiced scanning skills while reading (in the context of an interview with finalists of a talent show), using prediction and keywords.

Subsidiary Aims

  • To expose students to reported speech from the listening and reading text. Ss will also be introduced to some new lexis related to a talent show (finalists, contestants, viewers, audience, judges)

Procedure

Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students

Ss try to name the nine types of TV shows pictured in pairs. Feedback together as OC with a brief look at pron. If ss struggle to guess any, I will read out a definition for it. This vocabulary will be needed later for either the flexi-stage or for homework. Ss will then be shown pictures of Arabic versions of various talent shows and I will elicit “Talent Show” Brief class discussion asking if ss have seen these shows and asking ss to explain the format, how the shows work, etc.

Pre-Reading/Listening (7-8 minutes) • To prepare students for the reading text and make it accessible

Ss will be given a vocabulary match exercise on a worksheet, so they don't use open their books. Ss match the vocal to the pictures. Feedback together on IWB.

While-Listening #1 (5-6 minutes) • To provide students with less challenging gist questions whilst listening

T will explain the next task and give out Worksheet no 2: Ss read the questions before watching an audition for the UK version of the X Factor by Robert Unwin. Ss will pair-check and feedback as a class. Elicit what ss think a 'unanimous no' means.

While Listening #2 (5-6 minutes) • To provide students with more challenging, detailed listening while exposing them to reported speech.

T gives out worksheet no 3 for 2nd listening. This focuses only on the judges feedback. Ss look at the four questions together and identify and underline keywords to listen out for when watching the video again, i.e. joke, confused, worst singer, God help. Ss watch the clip, pair-check and feedback as OC.

Pre-reading 1 (3-4 minutes) • For ss to practice prediction of a text from the title and pictures, making the text more accessible.

T explains that ss are about to do a reading exercise. T shows ss the title and pictures and ask ss in groups to predict what it will be about. Ss will look at the prompt questions to help them: What will this article be about? (a talent show) Who do you think the people pictured are? (the finalists, if they've remembered the vocab from slide 3) If they are talking to the finalists, what kind of article will this be? (an interview) What kinds of things do you think will be discussed? (history of the finalists, how they feel about the competition, do they think they’ll win.

Pre-Reading #2 (3-4 minutes) • To provide scaffolding for ss when reading so they know what to look for.

T gives out the sheet “Pop Star - Reading Questions.” Before we start the gallery walk to find the answers, we will go through the questions, underline keywords and predict. For instance, Q1 has “where” so we’re looking for a place. Q3 & 6 ask “who” so we’re looking for a person (people) Highlight that as this is an interview it may be structured with separate paragraphs for each person interviewed, so suggest they scan each paragraph for names to see which question they’ll likely be able to answer.

While-reading (14-15 minutes) • For ss to practise their scanning skills to fin information in a text quickly

This will be a gallery walk with the text divided over 5 pages. Ss in pairs find the answers to the questions around the room by reading the text and writing down their answers. Time-limit to be given to encourage scanning of text (8 mins) Group-check and feedback as OC afterwards.

While-reading #2 (4-5 minutes) • To practise scanning for specific words.

Explain to ss that in pairs they are going to find certain phrases from the text as quickly as they can and find out who said them. T reveals first phrase and ss underline in book (student book, page 59) (pens down, hands up when finished) Feedback on IWB after each phrase.

Post-Reading /Listening Task (Flexi-stage: this will be completed after the hour observation) (9-10 minutes) • To provide with an opportunity to respond to the text and the listening and give thier own views.

Ss listen to the three finalists songs whilst reading the lyrics (to act as a focus). Ss must then decide who should win, considering the music, voice and lyrics of each finalist, but not their looks. Feed back in pairs and then as a class and finish with a class vote. Have one of the students fulfil the role of the presenter and collate the votes and announce the winner.

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