To expose students to a text and related audio tracks on the topic of Jackie Kennedy's life story.
To practice students on reordering events in the past through a listening exercise about Jackie Kennedy's life story.
To provide gist listening practice and listening for specific information about Jackie Kennedy's life story.
Procedure (34-51 minutes)
T establishes the context of Jackie's story trying to familiarise students with their story assuming that they might not be familiar with it. T starts presenting pictures trying to elicit the story from the students.
T pre-teaches some blocking vocabulary assuming that students won't understand them such as "style icon", "influences", "admire", "glamour", and "tragedy". Board drawings and pictures are considered to facilitate digesting the meaning of these words. MPF and Modelling-drilling are the techniques for this stage. T writes four questions related to the text that is going to be distributed to the students: When was Jackie the great style icons? What does her style still influence? How many times did she marry? Was her life full of happiness? Then, T gives instructions to Ss and followed by ICQS to check their comprehension of the instructions. T distributes the article and then keeps monitoring Ss cooperation to find the answers.
T checks Ss' understanding of the text and their answers. When was Jackie the great style icons? 20th century. What does her style still influence? fashion. How many times did she marry? twice. Was her life full of happiness? No. also tragedy.
T instructs Ss to cooperate on guessing the answers for a gap-filling exercise. T distributes the task (Ex. 2a &2b, p. 65) T plays the listening track. T monitors Ss' performance. T asks students to check with their peers. T elicits the answers from the Ss. T allows Ss to listen to the audio track and check their answers. Feedback and correction session on the exercise will occur.
T instructs Ss that they are going to listen to an audio track and put the events in order. T ICQs Ss to check their understanding of the instructions. T distributes the task (Ex. 3a, p. 65) T asks students to check with their peers. Then, T conducts a feedback and correction session.
T instructs Ss that They are going to cooperate working on writing sentences about a person with an interesting life, then present it. (Ex. 3b, p. 65)
https://www.themuse.com/advice/how-to-make-it-through-at-work-while-dealing-with-a-tragedy http://knowledge.wharton.upenn.edu/article/the-downside-of-happiness/ https://www.bluestone.com/rings/the-art-of-love-ring~3108.html https://thenextweb.com/insider/2013/06/19/skillz-picks-up-5-5-million-in-funding-to-expand-its-real-money-mobile-gaming-platform/ http://1039maxfm.com/blog/the-new-jfk-files/ https://www.oak.edu/about/campus-news/ocu-marks-constitution-day https://www.123rf.com/photo_79012309_stock-vector-vector-king-crown-gold.html https://en.wikiquote.org/wiki/Jacqueline_Kennedy_Onassis