To provide listening for gist, listening for specific information and listening for detail in the context of sleeping
To provide fluency in the context of sleeping
Procedure (37-45 minutes)
At the beginning of the class, I will show the students a video clip and will try to elicit 'sleepwalk' from the students.
After the students are engaged in the topic of sleepwalking, I will show them a photo of a man who is cooking at midnight and will ask them why they think he is doing so. I will also ask them to speak with their partners about the problems that might happen to him if he were to cook at midnight. Then they will share their ideas with the class.
At this stage the students will listen to the first part of the listening and answer two general questions. Then they will check with their partners and after that they will share their answers with the class.
At this stage, I will ask the students to read the newspaper article and see if they remember any of the missing words to be written in the gaps. Then they will check with their partners. If needed, I will play the listening again so that they will make sure they have filled in all the gaps. Then some volunteers will go to the board and stick the missing words onto the gaps.
At this stage, I will ask the students to discuss a set of statements about sleepwalking and tell their partners whether they agree with any of them. Then they will share their ideas with the class.
The students will listen once to check their answers. If time allows, I will ask them to listen once more to correct the incorrect statements. Then they will check with their partners. And finally they will share their answers with the class.
If time allows, I will ask them to listen once more to correct the incorrect statements. Then they will check with their partners. And finally they will share their answers with the class.
I will divide the students into two groups and ask some volunteers to play the role of sleepwalkers.This group will be given role-cards with different roles they're going to act. However, they won't show anyone their cards. Then will start acting and others should guess what they are doing. While they are acting, the other students will make notes of whatever they guess they are doing. Then they will check their notes with their partners and will tell the role player of whatever they thought he/she had been doing. The role player will say whether they were right or wrong.