Kathleen Kathleen

Describe a Memorable Event
Upper-Intermediate level

Description

The SS will be given a series of pictures to look at in order to elicit possible adjectives to describe the event as a warmer. Continue with warmer through pair work and speaking, followed by CCQ's. SS will be given HO and instructed to listen and answer Q2. Explain through gap fill exercise some vocabulary for Q3 before going into more detail about the listening to answer Q3. Move on to speaking by pairing SS for an interview situation after a brief time preparing and give reference handout for language prompts when interviewing. Monitor speaking activity and then get the feedback, before moving on to the extra time activity that is Q4.

Materials

Abc Recording
Abc HO for Q2, 3 AND USEFUL SPEAKING

Main Aims

  • To get the SS to be able to visualize a situation in their heads through listening for specific information like places, adjectives and intensifiers.

Subsidiary Aims

  • For SS to use the language listened to and learnt in order to answer Q's on the topic and retell other SS stories by referring to the lessons language

Procedure

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

Project a picture of several types of events on the board and elicit the possibility of the situation, then elicit further by CCQ: 1. Would you say this is a extremely depressing occasion? 2. What kind of adjectives do we have to describe a wedding on this scale? 3. What might a street sound or look like during this event? 4. What things are important to mention when retelling someone about an event?

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

-Put the SS into pairs and explain that they need to find events that they BOTH have been to. If they don't know what the event is they must confer with another person near them to see if they can give them the answer. Ask them to be specific about what special, sporting or important events. CCQ:- 1. What do they think are the most common events here in Turkey? 2. What information is important to include when describing an event? 3. What can go wrong at an event?

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

-Whilst chesting the HO with the Q's for 2 and an extra cut out of paper for answers. Explain with step by step instructions that the SS must , read the Q's and listen to 4 people talking about an event, try and answer the Q's a-d for each person. Explain that they are listening for gist in order to answer the Q's -Play the recording twice and and then compare answers with a partner and HO a copy of the answers for them to compare .- Move on to the gap fill exercise on the board to elicit the SS on creating intensifiers. 1. The concert was............amazing, fantastic, stupid, delightful, ruined, relaxed. s-Utterly. 2. The fireworks were... This is going to be... The view looked.... S-Spectacular 3. 'The city just came alive' Was it spectacular and utterly amazing at the start of the event? If it was Bayram, how might the city just come alive? Elicit, Concept, Drill and Write on board to check stress and pronunciation of each new word.

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

-Move onto Q3. Use concise language and chesting again to show the SS that they are going to listen to the recordings again and they have to listen for detail in order to label the sentence with its event . -Then confer with a partner to get the answers through peer correction and CCQ: 1. Are any of the speakers using negative adjectives? 2. Did you here any over exaggerations? 3.How would describe speakers tone of voice? Are they calm and relaxed?

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

-Get the SS excited about getting to talk about their own personal event. Explain Q1, that they are going to prepare what they are going to say. That they should write down a few reliant adjectives, add intensifiers and exaggerate if they want. -Also present the Useful language and refer to part a for describing an event. Then give them 5 minutes to jot down any vocabulary they want to use. -Get the classes attention and tell them they are to interview each other about an event and again refer them to b in useful language to ask Q's. Give them 10 minutes to talk. -If there is time have their partner present there classmates event to the class.

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