Nihan Kywall.17 March 2018.Upper intermediate
Upper Intermediate level

Description

In this lesson students are going to start with a true news story. As a lead in activity I will show La Guardia Aırtport's picture and ask questions about it. Then the learners are going to listen the story. After listening the story students are going to put the story in the correct order. Then the learners will watch the video. After that they will retell the story. The learners will discuss some questions with their friends. After this activity they are going to do pronunciation with their pairs. We will do drilling and the lesson will end up with speaking activity.

Materials

Abc Clandfield, L & Robb Benne, R (2011) Global Upper Intermediate SsBk Macmillan Clandfield, L & Watk
Abc Global
Abc POWERPOINT
Abc markers
Abc handout
Abc Putting the words in the correct order handout.
Abc Video
Abc Whiteboard
Abc Headprojector
Abc Audio/Listening

Main Aims

  • To provide detailed listening practice using a text about true news story in the context of flock of birds.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of news story.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher projects a picture of Laguardia Airport to the whole class. Teacher asks: What do you see? Where can it be? What's the name of this place? ''Answer the question with your partner'' Students discuss in partners, Teacher nominates volunteer students to give answers.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

T shows a picture of a plane the words written they have learned in the previous lesson. (airport, flock of birds, hit, land, pilot, plane, river, survive) T says now we are going to hear a true news story which contains all the words in the prevous lesson. T says listen and check how similar is the story to yours?

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gives the instructions first. T says :We are going to listen again and you are going to put the words in the correct order. T hands out the worksheets and then t plays the recording. Ss answer the questions as they listen. While ss are listening the recording, T writes to words on the board and chooses students to put the words in the correct order. Ss check their answers on the board.

While-Reading/Listening #2 (16-18 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows a video about the true news story to the WC. Ss watch the video and provide more information about the story. Then T gives instructions and says work with your partner. Re-tell the story that you have heard and watched. T says: Use the words we used in handouts. T monitors the ss while they are working with their partners. T gives instructions and says: Discuss the following questions with your partner now. Teacher gives the handsouts to the ss. -Had you heard this story before? -How would you describe the pilot? -This is an example of what news broadcasters call a 'feel-good story'. Why do you think that is? -Can you think of any other feel-good stories in the news recently? T monitors the ss while they are discussing the questions. T says look at some examples of the characteristics of news stories. -An example of direct speech: 'filled with big, brown birds' -Very specific details about the event or characters: flew into a flock of birds at 1000 metres -Adjective phrases to give more detail: a split-second decision -Time phrases: At the moment of impact T handsout the worksheets. T plays the recording and students listen and write. Ss checks their answers with their partners.

Free Practice (3-5 minutes) • To provide students with free practice of the target language.

T reads the sentence from the pilot's transcript : We're gonna be in the Hudson.' T asks: What does 'gonna' mean? T elicits the answer. Then T projects more words: didja, doncha, dunno, gimmie, gotta, kinda. T gives them 2 minutes to discuss it with their partners. Then ss do drilling with these words. Ss listen to the sentences and write what they hear. Ss check their answers with their partners. Teacher asks Wc: When do we use these words? Ss give their answers.

Post-Reading/Listening (6-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gives instructions to the ss. T re-groups the class and tells them to create different news stories. T shares the headline with WC : Government stops campaign over controversy. T says: This is a headline from today's news. T asks them: What do you think the campaign is for? Who was behind the campaign? Why do you think the government stopped it?

Feedback and Error Correction (2-3 minutes) • To provide feedback on student's production and use of language.

T writes sentences or words on the board which they have used by students during the stages. Teacher asks CCQ s to elicit correct answers from students. Ss takes some notes.

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