Shadi Shadi

Murphy's Law
B1 level

Description

In this lesson students are going to listen to a young man wanting to get a job and then a woman wanting to see a tiger as examples of Murphy's Law.

Materials

Abc American English File 2 (edition 3)
Abc American English File Audio File
Abc Handout (my own)

Main Aims

  • To provide detailed listening practice using a text about Murphy's Law.

Subsidiary Aims

  • To provide fluency speaking practice in conversations in the context of things going wrong in unexpected ways.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The students will be asked if they have ever experienced planning something and being prepared for all the ways that it could go wrong but somehow something unexpected happened to them and made things go wrong even though they thought they were fully prepared.

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

The students will be informed about the meaning of the following vocabularies used in the text through our conversations so they have a better understanding of the audio. Recession - difficult - applying - cut off - go off Then they will be asked to look at the pictures on page 65, and share their opinions about them.

While-Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The students will listen to track and try to answer the questions and circle the right answers on page 65 part A. The answers will be checked with whole class. Students will need to support their ideas if they come up with different answers. Then they will answer the question on part B.

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will be asked to read the questions on page 65 part C, and then the audio file will be played again. The students need to mark the correct word they hear. Then we will check the answers with the whole class. Students need to support their ideas if they come up with different answers.

Post-Listening (8-10 minutes) • To provide with an oppurtunity to respond to the text and expand onwhat they've learned

The students will be asked whose experience was more annoying? Have you ever had a Murphy's Law experience?

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