Sarah Osman Sarah Osman

'Real Life Unsolved Mysteries" Speaking Skill
Upper intermediate level

Description

In this lesson, Ss will practice their speaking in the context of "Real Life Unsolved Mysteries".To start the lesson,T shows them some pictures about mysterious things and make them discuss and guess the "TL".T asks them to read the cases to highlight the key points of each story.After that Ss will choose one story to discuss in a group. Ss will answer the questions of the story using some useful expressions.T gives feedback at the end of the lesson.

Materials

Abc written record from Cutting edge upper intermediate book
Abc handouts from Cutting edge upper intermediate book
Abc Matching handouts
Abc lead - in visuals taken from Google

Main Aims

  • To provide fluency speaking practice discussion in the context of "Real Life Unsolved Mysteries"

Subsidiary Aims

  • To provide practice in reading for gist and specific information in the context of Real Life Unsolved Mysteries.

Procedure

Warmer/Lead-in (0-3 minutes) • To set lesson context and engage students

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.

Exposure (0-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

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.

Useful Language (0-10 minutes) • To highlight and clarify useful language for coming productive tasks

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.

Productive Task(s) (0-20 minutes) • To provide an opportunity to practice target productive skills

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 ?

Feedback and Error Correction (0-4 minutes) • To provide feedback on students' production and use of language

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.

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