Katie Sullivan Erul Katie Sullivan Erul

Teaching Practice 8
Upper Intermediate level


In this lesson students get practice listening for gist, detail and inference in the context of vigilantes and news hoaxes. The lesson will start with a brief lead-in about citizen policing, followed by an introduction to the text using a visual. Students will hear two audio clips of a news story about a local hero, listening for gist and then detail in the first, and for gist and vocabulary deduction in the second. Finally, the lesson will end with a discussion about people who commit public hoaxes.


Main Aims

  • To provide gist, detail, and deduction listening practice using a text about a local news story in the context of local heroes.

Subsidiary Aims

  • To provide fluency speaking practice in conversations in the context of local heroes (and news hoaxes, if time).


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T greet Ss. T: "I went home pretty late yesterday on the subway. I was alone, but I still felt safe. I generally feel safe in Istanbul. Is there a lot of street crime in Istanbul? (Looking for yes/no) T: "Are there enough police in Istanbul to handle the street crime?" (Looking for yes/no again, allow an idea or two) T: "In pairs, discuss this question: If you saw a crime happening, should you try to stop it or should you just call the police? Why?" Ss discuss for 1-2 min. T elicits a few ideas. (1-2 min)

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

T projects image of Monkey Man on the WB. T writes on board: 1. Who is Monkey Man? 2. What is he doing in Tunbridge Wells? T asks Ss to discuss in pairs. Ss discuss. (1-2 min) T elicits ideas from Ss. (1-2 min)

While-Listening #1 (6-7 minutes) • To provide students with less challenging gist listening tasks

T: "Let's listen to a news story about Monkey Man and find out if we were right." ICQ: "What are you listening for?" Answer: The answers to the questions on the board. (Point if they forget) T plays audio. (2.5 min) T asks Ss to discuss in pairs the same questions from before, this time using information from the story: (1. Who is Monkey Man? 2. What is he doing in Tunbridge Wells?) (2 min) T elicits WCFB for both questions. 1: We don't know exactly; He is a local superhero; He helps people; etc. 2: He is helping people; He is stopping criminals; etc.

While-Listening #2 (8-10 minutes) • To provide students with more challenging detailed listening tasks

T: (Show Handout) Here are 8 sentences about the story. We'll listen again. This time, decide whether each statement is true or false, and circle your answer. Read these now before we listen." T distributes HO. Ss take a minute to read each sentence. (1-2 min) T plays audio again and Ss listen and circle their answers. (2.5 min) T shows Answer Key. T: "Here are the answers. With your partner, discuss why the false ones were incorrect." Ss discuss their answers in pairs (2 min) T elicits WCFB about why the False answers were False. (2-3 min)

Post-Listening 1 and Pre-Listening 2 (3-4 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T puts Ss in groups of 3 or 4 (depending on # of Ss, ideally just 3 or 4 groups) T asks each group to decide on AND WRITE DOWN 2 things that they still want to know about Monkey Man. Ss discuss in groups and write their 2 questions. (1-2 min) T: "Now we're going to listen to a news story with new information about Monkey Man. This time, while you listen, see if you hear the answers to either of your questions."

While Listening 3 (6-7 minutes) • To give students more practice listening for detail

T plays 2nd audio clip. (1.5 min) Ss discuss in their groups the answers to their questions. (2 min) T elicits FB from each group for their questions and the answers. If they don't know, skip for now. They will see the tapescript in a moment. (2-3 min) Note: Answers will depend on the questions they suggested, but here are some probable ones: Who is Monkey Man? Answer: Matt Lees (w/ help of friends Chris Shaw, Rachel Bishop) What is his regular job? Answer: Hairdresser Why is he helping people? Answer: For attention/To trick the newspapers Why was he called "Monkey Man"? Answer: We still don't know

Post-listening 2 (9-11 minutes) • Vocabulary deduction

T shows vocab handout. "This page has 8 words from the news stories and their definitions. You will match each word to its definition. Read these now. After, I'll give you the text from both stories to help you guess their meanings." "Alone or in pairs?" -Alone. (Pairs later) T distributes HO. Ss read words and definitions. (1 min) T shows tapescript HO. "Now look at the tapescript. The 8 words have been underlined. Use this to try to figure out the meanings of the words." T distributes tapescript (with words underlined). Ss read sentences surrounding underlined words and try to deduce meaning. (30s+ per word, 4-5 min) Ss check in pairs. (2 min) T projects answer key and writes (or lets early finishers write) answers. Ss check answers. (1 min) T quickly reviews pronunciation only. T wraps up, unless there is time remaining. If so, do extra discussion.

Final Post-Listening (if there is time) (0-5 minutes) • To give students practice speaking for fluency

T asks: "Do you think Matt Lees should be punished for making up his story? What should his punishment be?" Ss discuss in pairs. (2-3 min) T elicits feedback. (1-2 min) T wraps up.

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