Upper Intermediate level
To provide listening practice for specific information and detail in the context of mysteries of everyday life
To provide clarification of vocabulary used in the context of mysteries of everyday life.
Procedure (45-55 minutes)
Focus student's attention on the questions and images on the screen. Ask: What do you think the items on the screen relate to?/ What do you think the text will be about? (Answer: Mysteries of everyday life. Explanations to our bodies, reactions or changes.) CCQ: What do sleepwalking and hiccups have in common? (Answer: They are involuntary actions) Activity: In groups discuss the following questions: Do you often get hiccups? How do you usually cure them? Have you ever sleepwalked before? What happened?
Work on the meaning of elicits, stuffy, stems and hence. Breaking down the vocabulary through questions. Elicits: In the sentence 'Have you managed to elicit a response from them yet?' how is elicit being used? What's its meaning? (Answer: to produce) What kind of word is to elicit? (Answer: Verb) What are some synonyms for to elicit? (Answer: To produce, to bring out, etc.) Stuffy: If a room is stuffy does it mean it's cold and windy or hot and with no clean air? (Answer: Hot and with no clean air) What kind of word is stuffy? (Answer: Adjective) What are some synonyms for stuffy? (Answer: heavy, musty, suffocating, etc.) Stems: How is the word stem being used in this sentence? 'Her health issues stem from her poor habits.' (Answers: Originates, come from) What kind of word is to stem? (Answer: Verb) Can it also be a noun? (Answer: Yes, show an example of it as a noun) Hence: How is the word stem being used in this sentence? 'I'm ill, hence why I'm sneezing so much.' (Answer: To express a consequence) What kind of word is hence? (Answer: Adverb) What are some synonyms for hence? (Answers: consequently, thus, etc.)
Explain to learners the task and ask them to look at the gist task carefully before playing the radio track once. Task: Students have to select what things the audio did and did not talk about. (on Google Forms). 1. Burping 2. Sleep talking and why your nose never stops growing. Ask learners to check answers in pairs (via private messages on the chatbox) before Open Class Feedback. Check answers with the class.
Give students some time to read the listening comprehension questions. (Google forms) Then play the audio a second time. Allow some time after playing the audio for them to finish their responses. Then separate them into pairs using breakout rooms. Here they can check their answers before the open class check and feedback. a. yes b. a state of panic c. stress, addiction problems d. oxygen, the soul e. the diaphragm, swallowing rapidly f. the middle ages, the bubonic plague
Draw students attention to the themes on the Google Slides: What advice can you give to someone with hiccups? What advice could you give to someone who sleepwalks? What advice could you give to someone who is going bald? In the same pairs from the last exercise, (BOR) students will choose one of these topics and will come up with a list of three suggestions they would give to someone in these situations. They will then nominate one of them to share their list in the open class feedback. Use Jamboard to give Delayed Error Correction.