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TP 8 Listening Horror Movie
B2 - upper intermediate level

Description

In this lesson students will listen for gist and detailed information in the context of a horror movie review in a radio conversation. The students first will get familiar with the topic by listening to the shower-scene soundtrack of the movie 'psycho'. Then the students will listen for gist by answering 3 simple questions. After that they will listen for more specific information by skimming: here they have to listen for adjectives used to describe the movie. The lesson continues with an activity where students have to listen for information 'between the lines' and finish the lesson with a discussion about horror movies.

Materials

No materials added to this plan yet.

Main Aims

  • Listening for Gist and Detailed Information by Skimming and ─░nference

Subsidiary Aims

  • Vocabulary: Adjectives describing horror movies

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- t gives instructions: Listen to the audio file. - t. gives task: Where have you heard this music before? or: Where do you usually hear this kind of music. - t elicits answers

While-Reading/Listening #1 (5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- t sets task and writes questions on board Why is the speaker talking about the film? Does the speaker like the film? - t plays the audio file - ss listen - wcfb

While-Reading/Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- t makes transition from Listening 1 to Listening 2: The speaker uses a lot of adjectives to describe this horror movie. - t gives instructions: Work alone. Look at the hand out. There are a list of adjectives on this hand out. Everytime you hear any of these adjectives, tick it. ICQ: Do you tick only once? > no Do you tick everytime you hear this adjective? > yes - t plays audio file - ss listen - peer check with partner - t writes answer key on the board - wcfb: Why are adjectives important to describe a movie? Which adjectives are new to you? - t collects them on board

Vocabulary (10-12 minutes) • To elicit the students knowledge about some of the adjectives/ to pre-teach them and to prepare students for the text and make it accessible

- t puts 4 (if necessary 6) pics on the board - t puts students in 4 groups - each groups gets the 4 adjectives on cards - t gives instructions: In your groups: Discuss which adjective matches with which picture. - ss check with their peers - t gives instructions: From each group 1 person comes to the board. Stick your card next to the pic. When you are not sure, stick it at the side. - ss stick their cards next to pic - wcfb - t elicits stress - t drills new words chorally and individually

While-Reading # 3 Reading for Details (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- t puts students in groups of 3/2 - t gives instructions: Look at the information on the paper slips. Have a look at them carefully/ read them. They are all mixed up. Listen to the audio file. Order them. - ss listen to audio file - ss check with other groups - wcfb

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

- t puts students in pairs - t gives instructions Discuss the questions on your hand out: What feelings do horror films play with in a person? Are they too brutal and bloody? Why? Why not? How can we protect children against the brutality? - ss discuss in pairs - t puts 4 students together - ss discuss in 4s - wcfb

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