Bee Rap Bee Rap



Main Aims

  • To provide gist and specific information listening practice using a dialoge about complaining in the context of a conversation between a couple about their parents' behaviors

Subsidiary Aims

  • To provide clarification and practice of personal behavior adjectives in the context of complaining


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

The warm-up is going to be in an authentic way I'm coming with a serious face and angry and tell the students that I can't make it for today. I have to go to look for an apartment because my flatmate are really ANNOYING how do I feel ? what do you think ? (Students probably: desperate, sad, you're fed up with.., frustrated,etc.) you know what? they don't care about anything, they come to the kitchen, shouting, singing like there is no living creature there. what are they ? what do you think their personality can be? today morning at 4 o'clock they started to play music I went to their room and shouted at them. I wish there would be no annoying people in this world what do you think? I don't have much time to stay just tell me what to do please.

Pre-Reading/Listening (15-15 minutes) • To prepare students for the text and make it accessible

to connect Lead-in stage to this stage and pre-teach the new vocabularies I'm gonna tell them: "you are so HELPFUL because you helped me to find a solution" and write it on the board. to elicit STUBBORN: "I told my flatmates about their bad behaviors and they didn't change themselves, what do you think they are I forgot the adjective? (possibly they answer stubborn) if they don't answer write S on the board and guide them to find the word. CCQ: if I'm stubborn can I change my behavior easily? (No) if I'm flexible does that mean that I am stubborn? (No) (the goal of this CCQ is to elicit the opposite of stubborn to Ss) Do I listen to the other's advises ? (No) to elicit INSINCERE: I had to be straight with them, If I just ignored them what would I be? (they probably can't answer this so I just write it slowly on the board to make them guess) CCQ: is it a positive or negative adjective? (negative) if i'm insincere, can I criticize people easily? (No) to elicit the expression (to drive someone mad) : my flatmate made me angry of course they always drive me mad [with intonation and gesture] CCQ: am I happy with that? (of course not) am I angry? (yes) what other word can we use for mad? (crazy) to remind them the synonym. to elicit UNBEARABLE: I can't stand them anymore and I gotta change my flat as soon as possible they're so unbearable. CCQ: can I get along with them? (No) is it negative or positive? (negative) I can't tolerate it can I? (No) Pronunciation: Now I have the words on the board and for each word I make a sentence that I previously used and do the drilling Helpful: You're so helpful (CCQ: [because I don't do this while pre-teaching the vocabularies] postivie or negative? (positive) Does a helpful person give a solution to the others? (Yes) Stubborn: You're such stubborn [stress on stubborn] Insincere: we always give insincere smiles. Drive someone mad: "they drive me mad" Unbearable: this boy is unbearable.

While-Reading/Listening #1 (15-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Gist listening: Show them HO1 tell them "look at the adjectives" "you're gonna listen to a conversation between MAX and Ella. they're talking about MAX's parents. choose the adjectives for Max's mum and Max's dad. choose two adjectives for each one" ICQ: are you going to choose all the adjectives? (No) how many adjectives for Max's mum? (2) how many for Max's dad? (2) Give them the HOs and play the recording. Feedback: ask them to work in pair and discuss the adjectives for each person. give reason for the adjectives. then ask randomly their ideas. detailed listening: for this part they should do exercise b tell them "you're gonna listen to the conversation again write the examples Ella gives for Max's parents behaviors. divide them into 2 or 3 groups (depends on the number of students) let them discuss their answer in groups Ask: give me the examples? (In order to make all the students participate in speaking, CHOOSE the students who talk less than the others to answer the questions.) Then give them HO2, the transcript of the recording file and tell them to highlight the phrases which is related to complaining.

Post-Reading/Listening (10-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In this stage students should talk about their families or friends that annoy them. tell them to speak with their partners about their families and friends and take notes about the behavior each person says. then ask them to talk about their partner's complains. [if there's time] do the mingling and let them complain about their families and friends with new partners

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