Adel Adel

Survive
Upper-Inter level

Description

In this lesson, students are going to continue on the same topics which is how to survive. The class starts with brain storming about the records the students are going to listen in the middle of the class and end up with different exercises.

Materials

Abc Voice record
Abc power point slideshow
Abc Empower books

Main Aims

  • To provide specific information listening practice using a text about survival situation in the context of escaping from animals

Subsidiary Aims

  • Students are going to learn how to survive in various situations against wild animals.

Procedure

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

-T shows the PP presentation to the Ss -T shows different picture for animals and ask Ss to identify them. -T puts a picture of a Tiger and ask students what people do with tigers.

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

-T shows a picture of a book called Tiger. -T ask the Ss to give their ideas and thoughts about the book. -T explain how the listening and the exercises are on this book.

listening practice #1 (5-8 minutes) • To draw students' attention to the target language

-T shows the questions to the Ss and let them read it -T plays record 1 to the Ss twice -T asks the students if they encountered any problems with the text, if yes T will show them the transcribe. -T continue the lesson with the first exercise.

listening practice #2 (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-T shows the questions for the second record. -Ss read the questions silently -T plays record 2 for the Ss twice -T asks the Ss for any issues to show the transcript

listening practice #3 (8-10 minutes) • To concept check and prepare students for more meaningful practice

-T shows the Ss the question before playing the record. -T plays the record twice for the Ss -T asks Ss for any issues to show the transcript. -T send the Ss to breakout rooms to discuss the answers with each other -T after the end of breakout rooms, the students come back to present the answers

Error correction (3-5 minutes) • To give students feedback about their answers

-T during the class note down the mistakes that the students do in the class. -T present them to the students and show the correct answers.

Flexi Stage (2-3 minutes) • To provide an additional speaking for fluency activity in case the class ends early

-T asks the students about endangered animals in their countries.

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