Ulkem Yilmaz Ulkem Yilmaz

Therapies
Intermediate, B2 level

Description

In this lesson Ss will listen to a radio programme on destruction and laughter therapy. I'll perform a lead-in by asking them about "Manisa" and "Bakırköy" which are the cities in Turkey that immediately remind people, of the famous mental institutions in those places. In this short eliciting I will give them the words "treatment" and "mental illness". We will read the definition of "therapy" from the hand-outs and I will elicit alternative therapies to drugs from Ss. Then I will show them pictures of different kinds of therapies. I will pre-teach necessary vocabulary for the listening and we will do listening for gist, then answer the questions in exercise 3. Peer check, elicit answers, W/C F/B. I will pre-teach necessary vocabulary. We will listen to the dialogue for the detail again and the Ss answer the T/F questions in 4A. I will give them the answer key and we will listen to the dialogue again to hear what's wrong with the false ones. Ss will discuss the exercise 4C in groups and I will monitor them for delayed F/B.

Materials

Abc handout
Abc workbook cd
Abc Whiteboard

Main Aims

  • To provide gist and specific information listening practice using a dialogue in the context of different kinds of therapies.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of destruction and laughter therapies.

Procedure

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

I will make the lead-in by asking them about "Manisa" and "Bakırköy" which are the places in Turkey that are immediately associated with the famous mental institutions they have. In this short eliciting I will give them (elicit) the words "treatment" and "mental illness" and will elicit from the students different kinds of therapies, then I will show them some pictures of alternative therapies and will discuss about them shortly. Q: "When I say Manisa and Bakırkoy, what's the first thing that comes to your mind, what are these places famous for?" (mental institutions) Q: "Ok, so what kind of people are in the mental institutions?" (crazy-mentally ill) Q: "And what do we know about these institutions, how do they treat people there?" (Drugs, electroshock therapy) -So these are some traditional treatments we know, right? Can you think of other kinds of therapies for treatment? Alternative therapies maybe?" -Let's look at these pictures! There are different kinds of therapies here. Can you guess what kind of a therapy this can be?

Pre-Teach Vocabulary (8-10 minutes) • To prepare students for the listening and make it accessible

I will teach some words from the listening that I think the Ss don't know the meaning of. (treatment, mental illness, temper, destroy, destruction, satisfying, to get rid of). treatment (n) /ˈtriːtmənt/ mental illness (n) /ˈmentl ˈɪlnəs / temper (n) /ˈtempər/ destroy (v) /dɪˈstrɔɪ/ destruction (n) /dɪˈstrʌkʃən/ satisfying (adj.) /ˈsætɪsfaɪɪŋ/ to get rid of (phrasal verb) /tə ɡet rɪd əv/ CCQs: treatment: 1-Do we have to be ill to get a treatment? 2-Do we feel good after the treatment? mental illness: 1-Do we feel good or bad when we have a mental illness? 2-Is it related with our stomach or mind? temper: 1-Do we become angry very easily? satisfying: 1-Do we feel happy when we're satisfied? to get rid of: 1-When we get rid of something do we still have it or not? 2-Do we want it anymore?

Listening #1 (10-12 minutes) • Listening for gist

We will listen to a radio programme on destruction and laughter therapy and the Ss will answer the questions in exercise 3. Then they will check their answers together and I will give a W/C F/B.

Listening for detail (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Students will listen again answer T/F questions this time in exercise 4A. I will give them the answer key to check their answers and we will listen to the dialogue again for them to find what's wrong with the sentence. W/C F/B: Correct only the false ones.

Discussion (5-8 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned.

They will discuss about which therapy is good and why. I will be monitoring for examples of good and bad language for delayed F/B.

Delayed Feedback (5-7 minutes) • To show students examples of good and bad language use.

I will write the notes I took when monitoring, on the board and will give O/C F/B.

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