To provide gist and specific information listening practice using a text about a local hero.
To provide fluency speaking practice in discussions.
To provide clarification for new words.
Procedure (45-55 minutes)
I place pictures of fictional superheroes on the w/b. I ask students the following questions. Do you like superheroes in films or comic books? why? Do you think they exist in real life? If you were a superhero, what would be your priorities in your hometown? I refer to the picture of batman to elicit the expression "caped crusader" which was originally applies to Batman.
I provide a similar context to pre-teach the following words. inconvenience, patrol, sighting, rescue, reveal and identity. I give students a hand-out with a photo and newspaper headlines on it followed by two questions. I get students to look at the photos and newspaper headlines and answer the questions in pairs. I don't check answers at this stage since this will be done in the next exercise. I play the recording and get students to listen to the news item and check their answers to ex1. Students check the answers with their partners.
I give students new hand-outs containing eight statements. They listen to the news item on the recording for the second time and tick the information that is mentioned. I get students to peer-check and then check the answers on the blue paper on the wall. Then, I ask students the following questions to link the first recording to the second one. 1- Why does the man hide his identity? 2- What do you think he does when he is not dressed as a superhero?
I get students to discuss the questions in exercise 4 in pair. I don't discuss or confirm their answers at this stage since this will be done in the next exercise. I tell students that they are going to listen to an update on the news story about Monkey Man. I get students to listen and check their answers in ex4. Students peer-check their answers. I give student hand-outs containing 5 sentences. I give students time to read the sentences and see whether they remember any words or phrases from the recording that is similar to the words or phrases in Italics. Then, I explain that they should listen to the recording again and replace the words in Italics with the words they hear. I get the students to peer-check and then check the answers on the yellow paper on the wall.
I put students in pair and get them tell untrue stories that they have read in newspaper or magazines. When they are finished, I ask them to tell their stories to the class.