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Listening - Receptive Skills
Upper-intermediate level

Description

In this lesson, ss will practice the listening and speaking skills. They will also learn new vocabularies (advertisement, adverts, ads, publicity) and how to use them in speech. They will elicit the target language by listening for the gist. They will practice fluency by speaking and engaging in the activity presented by the teacher. The activity will allow the students to do more practice and understand more about advertisements.

Materials

Abc Audio
Abc Flashcard

Main Aims

  • To provide gist and detailed listening practice using activities about advertisements. To engage the students in the advertisements' language (the target language) and let them practice their speaking skill.

Subsidiary Aims

  • To provide fluency and accuracy. To let the students talk more about adverts. To have control over TTT and over time.

Procedure

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

Ss look at a picture and guess what is about. (ads) Then, T asks ss: where do we find adverts? Are there ads on the radio? Why do we use them? Then, T asks one student to talk about his/her favourite adverts to see how would he/she interact with other ss before taking them to BOR.

Pre-Reading/Listening (15-16 minutes) • To prepare students for the text and make it accessible

T asks about the meaning of advertisements and publicity and how they are different in grammar. Ss answer depending on the information they already tackled and learned with two other teachers on the same day. T writes advertisements, adverts, ads on the board. T asks if the ss know which ones are the informal and formal words of advertisements. T asks ss to know where do we put the stress in (advertisements and adverts) T puts the ss in BOR. Students should ask each other in the breakout rooms the following: What’s your favourite advertisement at the moment? What is it for? Does it have a story? Is it funny? Why do you like it? At the end of this stage, T wants to make sure the ss know some tourist attraction places in Paris city so that the listening activity won't be difficult for them. T asks: What about the ads in Paris city? Do we find ads there? What is the city famous for? Predictable questions by ss: - the Seine river - Notre Dame Cathedral - The Mona Lisa painting of Leonardo Da Vinci in the Louvre gallery

While-Reading/Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss start listening for gist to the beginning of the adverts to demonstrate the activity and to let ss guess what the people are talking about. Then T asks what did they hear? what do they think the 1st ad is about...

While-Reading/Listening #2 (11-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

ss listen for detail. T asks ss to listen to the complete audio of the same 5 adverts. After the audio is finished, T shows the ss some CCQs and ask one of them. Ss answer the first one together then they take a screenshot of the questions and answer them in the BOR. The questions are: 1- How does the vicar try to hurry up the wedding? What is he in a rush to do after the service? Why isn’t that that necessary? 2- Describe Sarah’s playshirt? What do you think she might be bringing into the house? 3- Which river does the guide refer to? Which cathedral? Which painting? Why is what he says a problem? 4- What does the man want to invite Sue to do? Why does he keep correcting himself? Why is this not successful? 5- How old do you think the father and daughter are? In what ways does the daughter make fun of her father? Finally, T displays the columns of the activity and asks ss to order the ads according to what they heard in the audio. T will play the audio again when necessary.

Post-Reading/Listening (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will play a game. In the game, they will listen to some ads and match them with their pictures. This will expand what they have learned throughout the lesson and will let them practice more.

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