Rouholla Zareisari Rouholla Zareisari

Interview
Intermediate level

Description

In this lesson, students listen to an interview with an ex-champions league soccer referee from Spain to find out how he became a referee, his most exciting and worst experience and cheating in matches, then they use speaking anecdotes in the freer speaking to talk about their own true experiences in life.

Materials

Abc Choosing the correct answer, gap fill, and speaking questions HO.

Main Aims

  • To provide opportunity for student to listen for detailed and specific information in an interview with an ex-champion league referee.
  • To provide specific information listening practice using a text about Referee in the context of Interview

Subsidiary Aims

  • To provide fluency speaking practice using starting anecdotes while being interviewed by a partner.

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T asks students if they play any sports.T elicits some answers. T has already written the Qs on the board, so gives the instructions: You are going to ask and answer these questions in pairs. you have 3 minutes. T checks the instructions. How often do you play sports? How many hours do you watch sports on TV? What are the most popular sports in your country? what's the most interesting sports event you've ever been to? T monitors the Ss. T elicits some answers.

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

T gives the instructions: you are going to ask Qs in ex. 5a of your partners. then he shows what they have to do on the paper, then gives them the HO. T monitors them and then elicits some answers. T tells the Ss that before they listen, they need to match the words to their meaning. T asks: are you going to match the words to the meaning. are you going to check the answers with your partners? Tgives them the HO and Ss do the task. T does WC FB but clarifies every word in terms of pronunciation and if needed gives more example on the meaning and asks CCQs before he goes to the next stage.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T asks Ss to read the questions 1-5 in ex. 5b. T gives them a minutes and monitors to see if they understand all the questions. T gives the instructions: Listen, answer, then check with your partners. T checks the instructions. T plays the audio file, Ss listen and answer. T asks: Do you need to listen one more time? if necessary, he plays again. T checks if they are checking the answers with each other. T them. T does WC FB by asking volunteers or nominating Ss.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks the Ss to read ex. 5c in a minute. T gives the instructions, Listen, fill in the blanks with one to 3 words. How many words? 1-3. Then check with your partners. T plays, Ss listen and answer. T checks if they need to listen one more time. T plays again if necessary. T asks again to check with their partners. T does WC FB by asking volunteers and as there might be different answers, he gives them his chosen one.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. T regroups the Ss. T gives the instructions, asks them to read ex.5d and talk in pairs. T monitors Ss and writes down a few mistakes. T asks: whose partner wants to be a referee? why? which sport? T elicits some answers. 2. T regroups the Ss and asks them to read part ex.7a. T clarifies the meaning of 'anecdote' if needed. T: when you tell a story about yourself, it an anecdote. Is it when you tell your name? Is it when you talk about when a beautiful sport you played? yes. how do we start an anecdote? Ss might answer. T : look at the box here (T shows them where). T: now choose one of the first three situations (T shows where they have to look for), and tell . T: are you going to tell your friends a story? Yes. T: topic? sport (but as some students, especially girls might not be interested in sport, other topics have been provided too). T let them speak and monitors unobtrusively, He collects some mistakes. He does WC FB. T: whose story was funny, interesting unusual? T elicits some answers, and corrects some mistakes. If there is plenty of time, T regroups the students to tell their own/new story to a new partner. T does the same FB.

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