Upper Intermediate level
• To provide Ss with practice in listening for gist and key information.
• To provide Ss with practice in storytelling. • To provide Ss an opportunity to have practice in recognizing and taking care of sentence stress.
Procedure (31-45 minutes)
T Shows the picture. T asks: What do you think is happening? Ss call out their ideas. T elicits worst exams. T elicits and teaches 'have a clue, nightmare, oral exam'
T displays the pictures of Ss Bk. T says: Look at the pictures. What do you think is the worst story in each picture? Take notes of your friend’s guesses. Ss, in pairs, talk about their guesses. Feedback. T asks some Ss to report to other Ss on their friend’s guesses. T elicits and teaches 'cuff'.
T tells Ss to listen to the stories and see if their guesses were right or not. Ss listen to the stories. Feedback. T asks Ss: Who guessed it right? Who had some parts the same as the listening? Ss say if they had the same story or not.
T instructs Ss to listen to the stories one more time and write down some important/ key words to help them tell the story again later. T ask ICQs: Do you write every word? (no) What words do you write down? (key/important words) Ss listen to the stories once more and take some notes. After the listening, working on their own, Ss have one minute to add to their notes and get prepared to tell the stories again. Remind Ss to use some phrases/words to connect ideas, like then, after that, because,etc. Ss stand up and talk to other Ss, telling one of the stories. T monitors and writes down some good language and errors. T writes the sentences/words on the board and asks Ss to correct them.
T says the sentence ‘My worst exam moment happened when I was helping my friend.’ T asks Ss: Which words are stressed in my sentence? Ss call out some words they think have the stress. T says the sentence again. Ss give more ideas about the words stressed. T writes ‘My worst exam moment happened when I was helping my friend.’ on the board. T elicits and marks the sentence stress. T asks: what words are stressed? T elicits content words/ words that give the meaning (adjectives, nouns, verbs, adverbs). T tells Ss how important it is to have sentence stress when speaking to improve listening and speaking.
T asks Ss to find the sentence stress in the text. T gives Ss the handouts. Ss, in pairs, find the sentence stress. T tells Ss to listen to the recording to see what words are stressed. Ss listen to the recording to find the sentence stress. After the listening, Ss compare their own sentence stress with their partner again and change any parts if needed. (If needed) T plays the recording again so Ss will have the model and can compare their own marks with what they hear. T gives Ss the answer sheet. Ss listen for the last time and look at the text. Ss practice saying bits of sentences with the right sentence stress. T monitors and corrects Ss whenever needed.
T instructs Ss to talk about their worst exam moments. T reminds Ss to pay attention to their sentence stress. Ss work in pairs and talk about their worst exam moments. Ss take notes of their friends’ story. T monitors and writes down any good use of sentence stress or what needs improvement. Feedback. T writes the sentences/words on the board and elicits the correct pronunciation.