Intermediate, B2 level
To provide specific information listening practice using a text about The Risk-taking in the context of The related activity
To provide gist and detailed listening practice using a text about listening practice using a text about Risk-taking in the context of Risk-taking activity
To provide focus on listening and speaking through a some activity that related to Risk-taking
Procedure (45-57 minutes)
1. Teacher greets Students. 2. Teacher shows Students some pictures of some activity and tells them, "These are some pictures of Risk-taking activity. 3. which some of them are my favorite and some are not. Try to guess which are my favorite and which are not, and they can guess their friends activity too. 4. I will ask the question about the pictures! Q: Which activity is more risky and which activity is less risky?
after that, I will start the class with some new words and new vocabulary and one new idiom that related to this topic and lesson. LEXIS: 1. Risk-taker 2. Risk-avoider VOCABULARY: + - I can't wait to... I wouldn't dare... Doesn't scare me a bit. Scares the life out of me. There's nothing like... There is not a chance... I can't get enough of... You wouldn't catch me... Is no sweat. You'd have to be out of your mind to... IDIOM: 1. To fool someone 2. It is worth the risk
After finishing the context and students' guesses, I will ask them a some questions! Q1: Do we just have to be risk-averse in such activities to take risks? Q2: Do you think that jobs such as firefighters and emergency services are not risky? Q3: Which of these activities have you experienced, what do you suggest to remember about that day and to encourage your friends to go there? the main vocabs and starter of the class is the vocabulary in part C of the page, ( my reason about to start the class with the end of book is they know some related vocabulary with their topic and start better the class.) after repeat 3 times the vocabs I select random students to say random vocabulary in loud voice. after that I will play the record of this part to students listen carefully and repeat with the recorder.
I draw a picture of the level of risk on the whiteboard and ask the students to indicate their level of risk on it, and then all the students notice the most risky student and the risk-averse student in the class. someone, and I ask them to explain their decisions and why they chose this level of risk-taking. (4min) I then give all the students a worksheet that explains all the steps for choosing a risk so that I can ask them what they think about these steps and how many steps they go through and how they go through them. they determine the outcome and their reasons for achieving the goal. (3min) Then I hand them a piece of paper with a risk-taking activity and a risk-taking activity and ask them to think about it a bit. After my thoughts, I ask them to gather their information and theories that all students should answer. After giving them some information about the worksheet, I ask them to give a few examples of risky and risk-free activities for the rest of the students and to say why they are interested in these activities. (3min)
In this part of the class program, students listen to the listening and then, after listening to the file twice, extract a note from the tips of the file, and each student separately after playing the third time and listening to the theory section. (8MIN) And the points they have received to share in class and all students will benefit from these points, and also after the end of this hearing, I will take a general and detailed summary of them to understand more. After the hearing, I will give them a some questions about the listening, and they will answer the questions after summarizing, taking notes, and fully understanding the listening. and after that I will pair them in 3 groups to check their answer together. (6min)
1. I’m randomly select one of the students and invite them to the hangman game and ask them to do in this game only the topic of today's lesson on risk-avoider and risk-taking so that students can become familiar with other risky activities. This can also be used to review and remember the vocabulary of the lesson, as well as to make the class happy and active, so that both the class can get over the boring situation and review the session. 2. Teacher monitors. 3. Teacher gets feedbacks.