Bear Yarbrough Bear Yarbrough

TP1 - Receptive Skills - Listening
Upper Intermediate level

Description

In this lesson students practice listening skills using Cutting Edge page 97

Materials

Abc TP1 Post Form
Abc TP1 Form pg. 97 CESB
Abc TP1 MFPA Slides
Abc TP1 Lead-in Jamboard

Main Aims

  • To provide gist and detailed listening practice using a text about Mysteries in the context of Everyday life

Subsidiary Aims

  • To provide clarification of Body function lexis in the context of A listening on the mysteries of everyday life

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Using Jamboard, share with Ss 2 questions to discuss: 1. When someone sneezes, what do you say and/or do in response? 2. When you get hiccups, what do you do to get rid of them?

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

Briefly teach MFPA By using matching CCQs on Slides Of: Bald Tickle(ish) Sleepwalk Yawn

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before playing the listening audio, share Link to Forms Page of exercise 2 of pg. 97 of Cutting Edge Student Book. SAY: You will have 5 minutes in breakout rooms to write down your answers to questions a-f. Bring students back and briefly solicit their answers to some of the questionS from different students. SAY: We will now listen to an audio that will talk about each of these questions. PLAY audio (4:15).

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Have students look at the Forms page of exercise 2 of pg. 97 CESB. SAY: As we listen again, listen and write down the answers given to each question from the listening. Afterwards, I'll send you to a breakout room to check your answers with a partner. PLAY audio. (4:15) Check if audio needs to be replayed. SAY: In your breakout room, You will have 3 minutes to check your answers from the listening with your partner. SEND to breakout rooms in pairs. Bring students back And solicit answers to the questions from different people (unless the audio had to be repeated).

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Send link to Forms of Post-listening questions to chat. Ask everyone to open the link. Questions: What is your culture's idea of: 1. baldIng? (How are bald men described in your culture?) 2. tickling? (Who is allowed to tickle another person and when?) 3. yawning? (What is socially required when you yawn and what does yawning communicate in your culture?) SAY: In breakout rooms of 4 people I want you to discuss The questions on the Forms link. You will have about 6 minutes to discuss. SEND students to breakout rooms of 4 each. Bring students back to elicit answers from different students. Conduct a delayed error correction if needed and if time permits.

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