Sibel Seker Sibel Seker

Listening and Speaking Practices about Cyberchondria
Upper Intermediate level

Description

In this lesson students will learn and practice integrated listening and speaking with the context of a radio interview with a doctor talking about 'Cyberchondriacs'. This lesson start with a follow-up discussion from previous lesson about Cyberchondriacs then will move to a doctor's point of view through listening the radio interview. Following after listening the radio interview, the students will have two controlled practices of answering the questions about the radio interview to check their understanding for gist and details. Finally there is some more communicative controlled practice to allow the students to personalize the language and to give students an opportunity to produce the language themselves rather than simply recognise the language and free practice via a final role-play activity to boost their self-confidence relevant to target language.

Materials

6zsgwflesogukynixat7 lead in picture Lead In Visual
Ung8nmxpqz2jcgoqwjcb englishfile upint 3rded tsbk u2a pp 33 Listening Script
Rawwl7hbramkhfssienc adapted listening activity u2a pp17 exe.a b Adapted Listening Activity
Kobgsesdwkfhl5x61qal englishfile upint 3rded ssbk u2a pp17 part 6 exe a c Listening Activity Original
R2hzaqjsrusyepekuysg prelistening visual prelistening visual activity
E8zvkdbsfkfmezslhroh adapted speaking activity u2a pp17 exe.c Speaking Activity
7twdeawkrnmbk6abslau englishfile upint 3rded tsbk u2a grammar communicative pp 190 Role play activity

Main Aims

  • To provide students practice in listening for gist and detail through a radio interview with a doctor talking about websites.

Subsidiary Aims

  • To enable students for speaking practice in the context of health.

Procedure

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

Give them the picture I draw that is relevant to previous lesson about cyberchondriac. Ask them quickly whats happening in this picture ; What emotion you see on his face? Answer: Worried. What do you think he is doing? Answer: Searching online about an illness/symptoms/causes/disease/red skin/rash...? etc. Elicit the story from Ss.

Pre-Listening (10-12 minutes) • To prepare students for the radio interview audio and make it accessible

Hand out the prelistening visual activity. Let them match the corresponding words in the activity, then class check. Predict unfamiliar words from the listening script on pp33 of Ts Bk and quickly pre-teach some of the vocabulary. Elicit their meaning from students.

While Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

To use top down processing as lead in activity a picture is given to SS to make connection with what they will be listening at this stage. They are also given the relevant vocabulary at pre-listening stage. Type on the board: The Doctor and The Interviewer Subject: This radio interview about a doctor's point of view for cyberchondriacs Explain them the adapted listening activity instructions for part a) then hand out the task to SS. Check their understanding of the task. Have them listen to CD1 41. Let them discuss with their partner. Feedback. (Nominate SS ask for the answer)

While Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Explain them the adapted listening activity instructions for part b). Check their understanding of the task. Have them listen to CD1 41 again. Student work alone for answers. Then peer check. Feedback. (Nominate SS ask for the answer)

Post Listening#1 (8-10 minutes) • To provide with an opportunity to respond to the radio interview and expand on what they've learned

Hand out the activity exe c SS. Have them work in pairs. Ask/Answer to each other. Then nominate some SS for their answers to the whole class.

Post Listening#2 • Round off the lesson and bring some speaking

Give instructions : Ss take parts of doctor/patient for the activity. Student A will be the doctor and student B will be the patient. B will start the game and A will be asking questions to B. Then A will be the patient and B will be the doctor. Same procedure will apply. Hand out the role play activity. Make pairs or groups:If there is odd number of students give 2 Ss A,1 S B. Tell them to sit face to face. Tell Ss to use present perfect tense:'How long have you been feeling like this?' when talking about the symptoms. Monitor Ss during the activity. Walk around and listen to their communication, take notes of the errors for delayed error correction after this activity.

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