TP3 - Wednesday 26/10/2016 - Local Hero
To provide practice in detailed listening and listening for specific information
To provide clarification on vocabulary before listening task as well as practice speaking for fluency in context of superheroes to interest students in the lesson topic
Procedure (45-64 minutes)
I will show through the projector a picture of 4 superheroes, which are globally known. Ss will name them as superheroes and most probably tell their names. In order to introduce them the topic in more narrow context, I will divide them into pairs, give HO with some questions about superheroes and after 2 minutes of checking we will briefly discuss the answers.
I will ask the Ss to try to guess the meaning of the word "vigilante" by looking at the questions in warm-up exercise. Also, I will make a situation example about this word by describing what these people are usually doing. I will elicit their understanding by asking if Spiderman is a vigilante etc. Then, I will show them the cape on Batman's and Superman's picture and ask how it is called. To CCQ, I will ask: 'do people wear a cape every day? On special occasions? Is it a part of average person's wardrobe?'
I will give show students 9B page of the Student's book to present colourful picture in the beginning of it. In pairs, students will have 2 minutes to discuss answers on questions in exercise 1. We will have one-two minutes discussion about what they think.
I will ask the students to listen carefully and try to catch correct answers for exercise 1. Then, I will play the listening. After that, I will ask students if their thoughts were correct. It is worth mentioning, that during prediction task I will pay attention at Students' answers in pairs so that I can adapt mistake correction by asking particular person.
I will divide students into small groups, 3 people each. On the separate handout, I will inform, they are going to have some information from the listening and they need to listen and try to catch which of it is mentioned. While listening, I will put the whole list of points on a big screen. Afterwards, I will get feedback by asking the correct answers and asking students to come one each from the group and mark answer on the WB.
As a breakdown exercise between two listening exercises, I will divide students into groups and ask them to think for 2 minutes about answers on questions in exercise 4. I will put them on the projector. After that we will discuss to have as many answers as possible so that it will be more interesting to listen to the continuation of the story.
Students will together listen to the continuation of the story and after it discuss whether answers given before were correct. Elicit words from the students and present in a context word like prankster, gullible, have egg on face etc. CCQ with question in LA.
I will tell the Students that we are going to do some vocabulary matching. I will divide students into pairs (maybe after a shuffle apple/banana) and give them handout to have a look at. I will explain, that we will listen again to find out the meaning of the words in italic. I will ask students of meanings of these phrases and will extract unknown with them. While exercises is on, I will put the sentences through projector on the WB so that everyone could see. After exercise, I will ask if they understood and may play exercise one more time in order to complete answers. Feedback will be taken by asking students to provide me with the right answer and marking it on the WB.
I will divide students into pairs and ask to discuss questions which I will put on projector. This exercise will give them the opportunity to summarise the topic and express their opinion on what they think of the whole story.