TP 1 - endangered animals
upper intermediate level
To practice listening for the gist and detail in the context of animal rights
To practice pronunciation; using intonation to show emotion
Procedure (41-58 minutes)
During the break, pin pictures of animals around the room. Make sure to include a fox. Try to choose animals that are the focus of controversy (rats in the subway, street cats, street dogs. Ask the students to walk around and look at the pictures with a partner. Give some basic questions -- what is this animal? Where does this animal live? What does it eat? Have you ever seen one before?
Ask if anyone noticed the fox picture. Show the short video of Fantastic Mr. Fox. So, this is one story about a fox. Does anyone else know any stories or legends about the fox? What is the fox known for? Are there any stories in Turkey about this animal? What do you guys think about the fox?
Announce that you have a handout about foxes. Ask the SS to read it quickly for the gist individually - 2 minutes. Then write 4 summary sentences on the board. Ask the SS to choose which sentence best summarizes the article.
Announce that you have a handout with some vocabulary words that are going to be important for the listening exercise. Let's see which words you know and which words you don't. Ask the SS to work in groups of 3 to match the words with their synonyms or definitions.
Check that students know the meaning of "debate" -- ask class to explain it. Have definition prepared if they don't know. A debate is when people, usually 2 people, argue or discuss an issue. Usually there are two different sides, someone who is for, or pro, and then someone who is against, or anti- (write these words on board). We're going to listen to a debate about foxes in the city now. I want you to listen just for the gist, just for general understanding. Play the audio once. Now, I have a handout. Can you do this without listening again, or shall we listen again? Play the audio again if they want to. Next, we will listen with ~more detail~. Show them the EX. 4 handout. Explain the instructions. Hand it out. Check that everyone knows the vocabulary on it. Ok, now, while looking at these questions, let's listen again. Go over the answers.
Put question slides on the board. Ask students to discuss in pairs these questions. Then ask them to announce their points to the group.
Play the audio of the person who calls in (1.12). Is this caller for or against the cull? Hand out transcripts of the call. Ask the students to underline the words he stresses. Play the audio again.
Ask the students to think about their responses to the question: "Which speaker do you sympathize with more?" In your response, which words do you stress? Practice this stress with your partner or in a small group. Listen to your partner and make notes about where they stress and why.