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Listening
Upper-Intermediate, B2 level

Description

In this lesson, the students will listen to a psychologist giving some tips to help people when they disagree with somebody about something.

Materials

Abc HO2 (B) - Role Play
Abc HO2 (A) - Role Play
Abc Listening Ex.4.8 D
Abc Listening 4.8c Answer Key
Abc Listening 4.8c
Abc Listening 4.7a
Abc HO1, Ex.4.7a
Abc A photo of me, my husband and our mutual friend
Abc A photo of a husband and a wife

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about tips from a psychologist in the context of relationships

Subsidiary Aims

  • To provide fluency speaking practice in a role-play in the context of relationships

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

*Project a photo of a wife and a husband arguing about something; *Elicit answers from the Sts to the questions: What is the relationships between these two persons? Why are they arguing? What are they arguing about?; *Sts think and share their opinion;

Pre-Listening (4-6 minutes) • To prepare students for the listening and make it accessible

*Project a photo of 'me, my husband and our mutual friend' and tell Sts a short story to clarify the meaning of the words 'mediate' and 'postpone' within the context; *Tell Sts that we are going to listen to a psychologist giving some tips to help people when they disagree with somebody about something; *Before listening, ask students to think and discuss in small groups of what tips the psychologist would give. *Elicit some tips from 3-4 Sts;

While-Listening #1 (4-6 minutes) • To provide students with less challenging gist and specific information listening tasks

*Point to HP1 and ask Sts to read sentences 1-10 by themselves for 1 min; *As sts listen, they tick the six things a psychologist says; *Give Sts HO1, Ex.4.7 *Sts listen to a psychologist giving some tips; *Sts compare answers in pairs; *Sts listen again if they haven't managed to tick all 6 sentences; *Sts check answers against the answer key on the W/B;

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

*Re-group Sts; *Re-play the audio again and pause after each tip is mentioned; *Give Sts a minute or two to briefly discuss with partner what else the psychologist said; *Sts listen again and try to add more details to the tips they ticked; *When playing the last part, pause and ask Sts if they can remember what the last important thing was; *Elicit ideas and then play the audio to the end; *Elicit the reasons why the psychologist says that arguing can be a good thing.

While-Listening #3 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

*Sts first work individually; *Sts look at the sentences from the listening and try to work out what the missing words are; *Sts compare answers in pairs; *Play the audio again, pausing after each sentence to give Sts time to write; *Sts compare with a partner before checking answers; *Sts check answers against the W/B

Post-Listening #1 (3-5 minutes) • To provide with an opportunity to respond to the listening task and expand on what they've learned

*Re-goup sts; *Sts discuss which two tips they think are the most useful and why. *Sts work in pairs; *Get some feedback;

Post-Listening #2 (8-10 minutes) • To provide with an opportunity to respond to the listening task and expand on what they've learned

*Sts sit in pairs, A&B, face to face; *Sts are given their roles and have 3 mins to prepare; *Sts 'act out' their arguments as 'wives and husbands and/or parents and university students'; *Sts read their roles carefully before they start; *Monitor to see if Sts are doing any of the things the psychologist said they shouldn't. *Call two Sts to act in front of a class; *Ask other to listen to any of the things the psychologist said they shouldn't; *Make a summative feedback on the language used.

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