Mansoureh Vahedahmadian Mansoureh Vahedahmadian

Mansoureh6
Upper-intermediate level

Description

In this lesson, the students will be engaged in the topic of sleepwalking. Throughout the lesson, they will listen to two recordings for different purposes including listening for gist, listening for specific information and also listening for detail. They will also discuss some statements with their partners before listening to the audio. At the end of the session, they will have some fun freer activity on the same topic.

Materials

Abc Listening and Speaking part a, page 60 (English File Upper-intermediate Student's Book)
Abc Listening and Speaking part b, page 60 (English File Upper-intermediate Student's Book)
Abc Listening and Speaking part c, page 60 (English File Upper-intermediate Student's Book)
Abc Listening and Speaking part d, page 60 (English File Upper-intermediate Student's Book)
Abc Listening and Speaking part e, page 60 (English File Upper-intermediate Student's Book)
Abc A photo of a man on page 60 ( English File Upper-intermediate Student's Book)
Abc small pieces of papers including the answers
Abc Some role-cards
Abc Video Clip (from www.youtube.com)

Main Aims

  • To provide listening for gist, listening for specific information and listening for detail in the context of sleeping

Subsidiary Aims

  • To provide fluency in the context of sleeping

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

At the beginning of the class, I will show the students a video clip and will try to elicit 'sleepwalk' from the students.

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

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.

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist listening task

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.

While-Reading/Listening #2 (5-6 minutes) • To listen for specific information

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.

Pre-Listening#2 (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

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.

While- Listening#1 (4-5 minutes) • To provide students with less challenging gist listening task

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.

While- Listening#2 (5-6 minutes) • To listen for details

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.

Freer Practice (5-6 minutes) • To provide students with freer practice of the target language

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.

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