TP6
Upper-Int level

Description

The lesson starts with a video of David Copperfield performing a magic trick. Ss discuss the video in pairs and the context of magic is set. In the next stage, Ss put together puzzles of magicians/magic shows and try to remember three things about their photos with a partner. Following this, Ss discuss a painting of a magician by Bosch and listen to an audio guide to check if the audio guide mentions the same things they noticed. Next, Ss listen again for detail and fill in gaps from the listening. Ss then try to remember as much as possible from the recording without looking at what they wrote. The lesson ends with a short discussion on magic tricks and Ss learn, perform, and explain their own magic trick for a partner.

Materials

Abc Magic picture puzzles
Abc Coin bags
Abc HO3/Student B Magic Trick
Abc HO2/Student A Magic Trick
Abc Markers
Abc Coins
Abc Listening 1.52
Abc HO1
Abc TP6 PPT
Abc Speakers
Abc Projector
Abc Answer Key

Main Aims

  • To provide gist and detailed listening practice in the context of magic

Subsidiary Aims

  • To provide fluency speaking practice in the context of magic

Procedure

Warmer/Lead-in (7-7 minutes) • To set lesson context and engage students

*Play youtube video clip of magic show (minute 2:45-4:40) with David Copperfield. Half the Ss stand and watch the video with no sound, "group A". The second half of the Ss, group "B" stand with their backs to group A. Group A Ss watch video and tell group B Ss what they see, who they see and what is happening in the video. Group B Ss cannot watch the video or peek. *Ss discuss in pairs what happened in the video. *Take w/c feedback and elicit "magic show", if they know who he is elicit his name. *Time permitting: *Ss complete spider diagram about magic in pairs, fast finishers write 1-2 words on whiteboard

Pre-Listening (7-7 minutes) • To prepare students for the listening and make it accessible

*Ss put together picture puzzles of magicians/magic shows, in a race with a partner. Each pair has two pictures. Students have 30 seconds to memorize the photo. *Ss put pieces back into envelopes and try to remember 3 things about their picture and tell their partner what they remember. *Display all photos on whiteboard. *Ss discuss in pairs what the paintings have in common. *Take short w/c feedback

While-Listening #1 (7-7 minutes) • To provide students with less challenging gist listening tasks

*Display Bosch's painting and distribute HO1. *Ss note down three interesting things they see in the painting then discuss in pairs. Ss are regrouped to speak to a new partner. *Take short, w/c feedback and elicit, "magician", "spectator", "assistant" by pointing to the painting and giving the definition if necessary. *Ss listen to a talk about the painting one time and see how many of the things they wrote are discussed by the speaker *Ss compare with a partner *Get w/c fb, how many things that you wrote were mentioned?

While-Listening #2 (12-12 minutes) • To provide students with a more challenging, detailed listening task

*Ss open HO1 and read incomplete sentences taken from the audio guide transcript and try to fill in any blanks they can remember (exercise B). *Play recording a second time and Ss fill in gaps. *Play recording a third time if necessary for Ss to check their answers. *Ss compare answers in groups of three and check with answer key projected on whiteboard *Clarify meaning/pronunciation of deceive, lean forward, tension by discussing CCQs on PPT and whole class drill in context.

Flexi-stage (2-2 minutes) • To further consolidate and expand the listening activity

*After checking answers for the detailed listening questions, Ss flip over their papers and recall the information from the audio guide with their partner.

Post-Listening (12-12 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned

*Ss discuss in pairs: Have you ever seen a magic show? Can you do a magic trick? *Short w/c feedback: Can you do a magic trick? *Half of the class receives "student A" magic trick and the other half receives "student B" *Ss read/learn their magic tricks with their group (all A's together and all B's together), Ss have 6 minutes. *Monitor and clarify any unknown language, ensure they understand the magic trick. *Ss A and Ss B come together and perform their magic trick for each other. First they perform the magic trick, then they explain to their partner how it is performed. They have 2 minutes *Note down any language for correction and monitor to make sure Ss are on task. *Give feedback: write any language in need of correction on whiteboard and praise good language used.

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