Justin Justin

Friday 21st of March
B1 level

Description

In this lesson students will practice listening -for gist and for specific information- and freer speaking through the context of dilemmas. Students will also read for detail. Introduce the meaning of ‘at a crossroads” to provide context for the first exercise. The lesson will start with a lead-in referring back to the previous lesson and dilemmas. Next, the students will do a reading for detail exercise. Ss read to decide who has the most difficult decision, followed by a discussion task in which they compare and give reasons for their answers in groups. Students then do a freer speaking exercise in the form of a discussion in pairs. I make the transition to the listening part of the lesson using an enlarged picture from the student’s book asking them what they think the picture is about. Then students discuss in pairs what Derek’s problem might be. We listen to the first part of the audio file and students must identify Derek’s problems and see if their predictions are correct. Students get in groups and compare their answers. Then they will listen again and and in pairs complete questions 1-4. If necessary ss will listen again and check their answers. Then, we read through questions 5-8 to make sure ss know what they’re listening for. Ss listen and note the answers for questions 5-8. Ss check answers in pairs. Finally, Ss get in small groups to discuss question 4 as a freer speaking exercise.

Materials

Abc Listening Hand-out Q1-2-4
Abc Reading Hand-out Q1-2
Abc Audio File 1.57
Abc Enlarged picture
Abc Transcript 1.57
Abc Hand-out Road of My Life

Main Aims

  • To provide fluency speaking practice in a freer speaking exercise in the context of dilemmas
  • To provide a listening exercise both first for gist, then for specific information using a sound-clip about two people discussing a job offer in the context of dilemmas

Subsidiary Aims

  • To provide detailed reading practice using a text about 3 people that have to make a difficult decision in the context of dilemmas

Procedure

Lead-in • To activate schemata and engage students

I will refer back to the previous lesson and dilemmas. I will introduce the term 'at a crossroads' and ask what they think it means. Elicit a few replies. If they can't come up with anything guide them to the meaning. Draw a crossroads on the board and show them the exercise they did yesterday where they had to draw their own crossroads on their road of life

Reading • To provide students with a reading for detail exercise

I will tell Ss they are going to read a text about 3 people who are at a crossroads. I will ask them who they think has the most difficult decision to make. Then I hand out the text and let the ss read to decide who has the most difficult decision. Students will then be put in groups of 3 and discuss and compare their ideas and give reasons for these. I will take general FB on what they thought.

Discussion and personalisation • To provide students with a simple speaking task

Students will focus on questions in ex 2 and discuss their ideas in pairs. I will monitor, but not interfere, and take some general FB

Preparation to listen • To make a link between the speaking and listening exercises and to activate schemata

I will show the enlarged picture to the class and ask them question: where do you think they are? who do you think they are? how do you think they feel? I will elicit some ideas and tell them it's Derek & Dave and that Derek has a problem. I will get the students into groups of 3 to discuss what the problem might be. I will take FB on the w/b but won't confirm/reject anything.

Listening part 1 • To provide students with a listening exercise for gist

As the audio file is quite long it will be chunked in two parts. First, we will listen to the audio file and students listen to identify Derek's problems and see if their predictions are correct. I give them the hand-out. I will pause the CD at "Well, Japan's such a long way ... [...] at my age." Students get into pairs and compare their answers. I take feedback and see which of the ideas written on the w/b were the closest to the correct answer.

Listening part 2 • To provide students with a listening exercise for specific information

I will tell the students they will listen to the same part again and focus them on question 1-4 underneath the picture and ask them if they can remember what they heard before. Students will work in pairs to try and complete questions 1-4. I will take w/c FB. If they got all the answers we can move on to the next stage. If not, listen again and check their answers. Then again take whole class FB and check their answers and have them come up to the board and write one answer each on the w/b.

Listening continued • To provide students with a listening exercise for specific information

I will ask ss what they think Derek will decide and get some ideas. Then I will have the ss focus on questions 5-8, play the rest of the audio file. Ss listen and write down their answers for questions 5-8. They check their answers in pairs. Whole class FB. If necessary help them hear the correct answer reading the corresponding passage from the transcript.

Freer Speaking • To provide students with a freer speaking exercise

Students will get into groups of 3 to discuss the questions in exercise 4. I will take whole class FB

Extra speaking exercise • To provide students with a freer speaking exercise

In case there is time left, let students work in pairs to explain a dilemma from their own life to each other. Volunteer one or two to tell the whole class. Pronunciation correction where appropriate/necessary More time? Share my own dilemma

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