Skills Lesson, Talent Show
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.
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 (57-66 minutes)
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.
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.
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.
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.
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.
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.
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.
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.
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.