Listening and Vocabulary
To improve students' listening skills
To teach some vocabulary related to the topic
Procedure (46-58 minutes)
Introducing the topic 'Crime' -Encourage students to speak about crime by asking questions. eg= What is a crime? Is it legal or illegal? etc.. -Conduct a brainstorm of names of crimes and any other words related to the topic to understand what vocabulary they have. -Give them a hypothetical situation and elicit the words below Murder, suspect, evidence, arrest, guilty, innocent, prison/jail, -Practice how to pronounce these words, drill and write them on the board.
Students do ex.1 and 2 on page 46 and check in pairs -Give students instructions for the exercises. Both exercises is about the vocabulary they have learned in the previous stage. -WC feedback
-Ask students to think of any famous crime novels, television shows or films. Provide some programme or book names ( eg. Dexter, The Godfather, Pulp Fiction) and give them a couple of minutes to talk to their partners. Write questions on the board for the next activity while they're discussing about the picture. -Introduce the listening text by handing a picture of a scene from the movie 'Strangers on a Train'. Find out anyone watched the movie. -Students try and reply the questions which are already on the board in groups. -WC discussion about the movie. -Introduce the characters of the listening task: Guy and Bruno -Pre-teach vocabulary= fellow, better off, get rid of, swap
-Set task for getting the gist of the record -Give sts the instruction for the gist: What do you think Bruno means when he says 'criss cross' in the last line? -Play the record and ask sts if they understood what 'criss cross' meant. If not, play the last line again.
Set task for detailed listening -Give sts HOs of questions about the conversation which is created by me. -Each student has got one minute to read the questions. -Play the record for the class for the second time. -They discuss their answers within their groups -Check the answers with the WC. - If it's necessary and if there is enough time, play the record for the last time to clear the misheard parts.
-Ask students round the class about what they would chose to do if they were Guy. -If there is any time left, ask students to discuss about how to kill a person if they had to.