Farhad Roodi Farhad Roodi

TP.5
B1 level

Description

In this lesson, Sts are going to work on their listening skill. It is about 3 people who talk about their strange phobias. The lesson revolves around fears and phobias. They are going to practice and learn some vocabulary about phobia and then eventually talk about their own. Talking about one's fears is not easy and get sts to talk about their own can be a challenging task to do. Sts are going to learn new words about phobia.

Materials

Abc PPT
Abc HO2
Abc HO1

Main Aims

  • To provide detailed listening practice using a two audio tracks in which three people are talking about their strange phobias in the context of 'Fears and Phobias'

Subsidiary Aims

  • To provide fluency practice for students to talk about their own phobias in a free activity

Procedure

Lead-in (6-8 minutes) • To set lesson context and engage students

Teacher writes two words on the WB, a fear or a phobia. He asks two questions: "Which one is stronger, a fear or a phobia? (a phobia) and Can you control a phobia? (no)." Then, teacher elicits some typical phobias. Teacher shows a PPT about celebrities and their phobias. Then, he asks SS "are you afraid of anything?" SS will come to the board and write their fears and phobias. teacher shows model sentences by OHP to get SS talk about their own. Teacher can check the pronunciation of these words (be afraid of, frightened, scared, terrified of, have a phobia of, to panic, and a panic attack) and drill them if he deems necessary. Next, Teacher asks ss to name some common phobias that people have. Teacher can elicit more phobias from students.

Pre-Listening (12-14 minutes) • To prepare students for the listening and make it accessible

Teacher gives HO1 and ask ss in groups of 5 to match the phobias and their meanings. Ss check their answers together and then teacher gives feedback to the whole class. Teacher can introduce more phobias here. Then, teacher teaches some vocabulary necessary for the listening by handing HO2(Cardigan, psychotherapist, oyster, blow up a balloon, chase, shake). SS will check their answers in groups and teacher ask CCQs to check their understanding. Teacher shows a cartoon from the book and ask students to describe it and asks "what is the relation between the cartoon and the listening?" The cartoon summarizes the phobias they are going to listen to (a fish standing on a hill wearing a waistcoat with big buttons, having some balloons in hand, wearing a hat on head, and a person running away from it).

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

First, teacher plays the audio track for a gist listening. He asks "what are their phobias?" There are three people in the listening talking about their strange phobias, Gavin, Jodi and Melissa. Then, teacher refers SS to HO1 for a detailed listening. The questions for the detailed listening are in the middle of HO1. Ss will first read 5 questions then listen to each part to answer the questions. It is a detailed listening, so if ss do not understand a question, teacher can play the listening again. The audio track is about 3 minutes and half. SS will raise hands to answer each question. After that, SS will discuss whose phobia is stranger.

While-Listening #2 (8-10 minutes) • To provide students with a new listening that continues the previous one

Two words should be taught for the following audio track (DNA and genes). After doing MFP of the words, SS will listen and answer 3 questions in HO1. Ss will check their answers in groups and then get back for the whole class feedback. This stage makes them ready to talk about their own phobias and the reasons behind them.

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

In the last part, SS will do Onion Rings. The inner circle will tell about their fears or phobias and then they turn one step clockwise. Then, the outer circle will tell about their phobias. SS will turn back to their seats and they decide whose phobia was stranger. If the time does not allow for Onion Rings, then, SS talk about their own phobias in their groups and each group will tell the one they think is stranger. When all groups have finished telling theirs, they will decide which groups phobia is stranger.

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