Module 13 Assignment 1 – Receptive Skills Lesson plan based on a news clip

This link goes to a page with world news video clips: www.msn.com/en-us/news/video (If you are unable to view this page, you may go to another
news site with video clips in English.) Select a video clip that is between 1 and 3 minutes long. (This video clip must be less than one month old.)
Provide the link in your assignment. Describe your reasons for selecting this clip as appropriate for a listening comprehension lesson. Then
complete the plan below. Remember to include a link to your selected news clip.

Reasons for selection:

The reason I chose this video is mainly because the reporters and the chief spoke clear enough for students to understand.
The vocabulary used in this video is appropriate to the level I chose. Furthermore, the subject of this video, would interest different ages (from
people in their twenties to people in their fifties) so it won’t be boring to any of the students, for example if I chose a politic video, it might be
boring to young learners. On the other hand, of I choose a pop culture news, It would be less likely to attract my older students.

Level of Students: B2 Length of Class: 60 minutes

Lesson Objective: Students identify main ideas and details from a recent news clip to practice listening/viewing comprehension and strengthen
subskills.
Materials needed: new titled “Suspect in Washington state shooting still at-large, says police chief
https://www.msn.com/en-us/news/crime/suspect-in-washington-state-shooting-still-at-large-says-police-chief/vi-AA16HqqE
Pictures of crime scenes (with the crime scene do not cross sign) (no sensitive scenes), police, investigators, famous killers (ex: Nikolas Cruz)
worksheets
Stage Aim Interaction Procedures
pattern &
timing
To create T>S I will project or show the students pictures of the crime scenes and ask them to describe what they see to elicit
interest and S>T the word "crime." I will then ask them what types of crimes they are familiar with (theft, abuse, murder) in order
prepare to elicit the word "murder". Next, I will proceed with the police and investigators' pictures and ask them to
students for 10 minutes describe what they see to elicit the word "investigate. Last, I will project pictures of famous murderers and ask
coming topic the students if they know them; when the answer is yes, I will ask what their crime was.

To pre-teach T>S I'll begin by asking students what weapons the killers in the picture used to elicit the word gun, and then I'll ask if
a few S>T anyone knows what we call a murder by gun to elicit the word shooting (if they can't, I'll introduce the term). I
essential will then write the words "suspect, at-large" on the board and ask the students to read the words; if they do not

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vocabulary 10 minutes know what they mean, I will let them explain the meaning to the class. To explain the word "suspect," I will give
words that an example: "I lost my pen, and I think one of you has it, but I’m not sure who it is, which means you are all
students will suspects." To explain the word "in-large," I will give an example: there was a crime yesterday, and the police
hear in the couldn’t catch the criminal. So, what does that mean? To elicit the word "free," and then I will explain that "in-
video clip large" is a synonym of free.

I will then check their pronunciation by asking them to read the words again.
To listen/view T>S I will write the question "Where did the shooting happen?" on the board and then ask the students to watch the
for main idea S>S video and take notes while they’re listening. After the video is over, I will ask the students to check their answers
or gist S>T with a partner. Then we will review the correct answer together and also re-play the part where the answer is
mentioned to make sure the students understand the answer from the video as well.
10 minutes
To listen/view T>S I'll hand out worksheets with five statements on them; the next task will be a true or false one.I will explain the
for details S>S task to the students and play the video again. After they’re done, I will ask them to check their answers with a
S>T partner. Then we will review the correct answers together, and with every statement, I will verify with them
whether it is true or false.
15 minutes
The statements are:

Two people were killed in the shooting. false

The shooting was not random. true

Police believe that there are more victims. true

Police caught the suspect. false

The suspect was wearing a grey hoodie. false

To build S>S For this part, I will use the information gap game. I will divide the group into pairs; each pair will contain a police
speaking S> Ss & T officer and a citizen who has just seen the suspect near him. The citizens will have a paper containing information
fluency and T>Ss about the suspect (location, what he was wearing, what car he was driving, where he was headed, if he has a
encourage weapon or not). The police officers will have the papers with the gaps in the information. The students will sit
students to 15 minutes back-to-back, and they will have a fake phone call where the citizens will call 911 to say that they’ve seen the
respond to suspect, and the police will have to ask for different information to fill out their worksheet.

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the ideas in
the listening I will let the students begin while I monitor and note the mistakes they make.

After time is up, I will ask the students what they got as information from the citizens and then address the errors
I noted before. I will let the students try to correct the mistakes, and then I will correct them if they failed to do
so. I will at last give feedback on their speaking and ask them to give feedback to each other.

Copyright © 2012-2016 Bridge Education Group, Inc. All rights reserved.