To provide listening for specific information in the context of fears and phobias
To provide Ss with fear vocabulary practice
To provide fluency speaking practice in a conversation in the context of psychologist appointment
Procedure (40-50 minutes)
- Project photo of common phobias (see materials) - write fear and phobia side by side on the board. Ask what the difference is (A phobia is stronger than a fear) - Ask students to discuss the most common fears and phobias that people have. - Write them down on the w/b.
- Ask Ss to talk about their fears in small groups. - Quickly do fb by asking what their fears are. - Write arachnophobia on the board and ask them if they know what it is, then elicit more phobia names. (examples can be claustrophobia, agoraphobia etc) - Project the matching exercise (See materials) and tell Ss they will match the names and the meaning of the phobias. Set a time limit of 3 minutes. Ss peer check before w/c FB.
- Show the cartoon on the whiteboard (See materials). - Ask Ss to talk about it in pairs for 1 or 2 minutes, then share their ideas. Tell them they are about to listen to 3 people talking about their fears, which are related to the image. They have to listen to them and find the relation. - Ss listen to it once and peer check. - For feedback, Ss tell the relation between the cartoon and the 3 people. - Project the question list on the whiteboard (See materials). Ss will listen to it again, this time to answer the questions. Peer check after the first time to compare answers. Play a second time if necessary. - For feedback, hand out the tape script to Ss.
- Ask Ss how we can conquer our fears. Let them talk in small groups for about 2 minutes. W/c FB and, if no one talks about seeing a pshycologist, elicit it. - Project the pshychologist listening lessons and tell them they will listen to a pshycologist talking about why we have fears and phobias. Before listening, They will then try and predict what the pshycologist will say. Ss then listen to the professional and answer the questions on the board. - Ss then compare their own answers and the psychologist's answers. Then, they discuss in groups why the doctor prefers to use this kind of methodology. - For feedback, Ss share their answers.
-Tell Ss they will roleplay a psychologist and a pacient in a session. Student A(The pacient) will talk about a fear they have (it can be real or made up) and Student B(The pshychologist) will ask some questions and try to help student A conquer their fear. After finishing, they swap roles. Give them some time to prepare their roles (a minute or 2 should be enough). - For feedback, Ss share interesting answers and ideas.