'Real Life Unsolved Mysteries" Speaking Skill
Upper intermediate level
To provide fluency speaking practice discussion in the context of "Real Life Unsolved Mysteries"
To provide practice in reading for gist and specific information in the context of Real Life Unsolved Mysteries.
Procedure (45 minutes)
T sticks the visuals on the board, asks them to have a look at these pictures for one minute and if they ready discuss with their partners "What do you see in these pictures?for 2 minutes.Then T asks them What do you think our lesson will be? T elicits from them the TL of the lesson.
T chests the reading handout and asks Ss to focus attention on the photos and titles of each story and answer the question"Have you ever hear of any of these mysteries before? Then T tells them they are going to read about the stories but before it there is an activity to match the word with its definition in order to be able to read the text.After they have finished they unfolded the paper to check their answers.T drills some words to make sure that Ss pronounce them correctly, and highlight the stress on the word. Now Ss are ready to read the text,T asks them to read without looking to the questions below in order to know the key points of each story.Ask ICQS here "Are you going to read the text and the questions also? No."So you will read in order to know the...............? key points of each story.T gives them around 3 minutes to read.T puts Ss in pairs to tell each other the key points of each story for 2 minutes.
T highlights some language which will help Ss more effectively complete the spoken task.T chests the written record handout and points to the marked sentences to the Ss and elicit from them where can we use them.Ask CCQS, What do you think are these expression use for? express what? T goes to the board and write these sentences clarify the meaning,form and pronunciation.
Ss will sit in a group and choose one story to discuss among each other. Before discussion, T gives one minute to the Ss to think and plan how they will answer the questions of the story that they have chosen and decided how could they use the useful language. Ss will choose another story to deal with doing the same steps read and think on the questions and the useful language.T puts Ss in pairs to present solutions of the cases they have dealt with. Every group will present their solutions and the other must tell them if they agree or not.T asks Ss Which story do you think is the strangest one? Why ?
T will take notes throughout the lesson and write some examples of Students' mistakes on the board.T gives language feedback about the correction of these mistakes.T asks one Student about surprising things he heard from his partner.