Golfam Taleban Golfam Taleban

strange but true!
pre intermediate level

Description

in this lesson students will practice and improve their listening skills

Materials

Abc handout
Abc visual aids
Abc photocopies from the student book

Main Aims

  • To provide gist and detailed listening in the context of strange events

Subsidiary Aims

  • pronunciation, especially contractions: had/hadn't

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

1. focus students on the board and tell them the story " i want to tell you a story, last year we went on a camping trip near the sea, first day was very sunny and warm but the second day was dark,cloudy and windy and suddenly it started raining, but it wasn't a normal rain, it was raining fish!!!! can you believe it?" do you know why? 2. if they answer correctly just pass, if they can't answer show them the clip. 3. " watch this video and tell me why it was raining fish?" 4. feedback: students will tell you why

pre teach blocking vocabulary (3-5 minutes) • To prepare students for the text and make it accessible

1. attack: to try to hurt someone using force and violence a dog jumped at me and hurt me badly, he attacked me for no reason was i hurt?(yes) 2. behave: to act in a special way He is 40 years old but even now he gets upset and cries like a child, he is behaving like a child. is he a child?(no) does he act like a child?(yes)

prediction task (5-6 minutes) • To provide students with an opportunity to get some ideas about the listening

1. focus students on the board " we are going to listen to a story, it's a strange story but it's true; it's about a woman named Katie and her cat named Joey, these are some pictures about the story, talk to each other and tell me what do you think the story is going to be." 2. pair/group work 3. feedback students will tell class what they think 4. feedback: error correction

gist tasks (5-6 minutes) • To help students with the overall meaning of the listening

1. listen to the audio and tell me what you can understand 1. play the audio once 2. ask students if their predictions were correct 3. ask them what they had understood? 4. " here are 5 sentences,they are about the story but they are not in order of the story, please listen again and put them in order" ask them to work individually what are you going to do? are you going to put these in order?(yes) 5. play the audio again 6. have them check their answers with a partner 7. have them write the answers on the board 8. if there is a mistake go through the audio again

second listening (5-7 minutes) • to provide students with the conclusion of the story and provide them with and opportunity to further practice their listening skills

1. " ok everyone, i want you to think and tell me the rest of the story, why do think Joey the cat was behaving like that? what had happened?" pair/group work 2. students will tell class what they think 3. play the second part of the audio, "listen carefully and tell me what had happened" are you listening or reading?(listening) 4. students will tell class about the rest of the story

post-Listening/ productive task (8-10 minutes) • To provide with an opportunity to practice what they have learned by writing a similar story

1. focus students on the board 2. explain the story to them 3. ask them who they think is the murderer? and why? 4. feedback: students will tell class what they think 5. feedback: error correction

pronunciation (3-5 minutes) • contraction: had/hadn't

1. give students the transcript of the first listening 2. ask them to work in a group and fine the "past perfect" sentence 3. model and drill it 4. " i remembered I'd seen the film before" "when he arrived we hadn't finished our dinner" 5. model and drill the sentences, don't forget sentence stress

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