TP #7 Listening / Vocab
To provide listening for gist and also specific information in context of transportation and big numbers.
To provide clarification of big numbers in the context of transportation
Procedure (30-45 minutes)
T divides the class into two groups gives each student a number, Students need to find their match fro the other group. e.g fifty matches with 50. Students know the numbers smaller than 100 and can read the number and find their match. They will warm up for the numbers and sit next to new people.
Students will sit with their pairs from the warmer activity and find the bigger number in each pair in Ex.1 It is very important to demonstrate this activity. They may think of it as a matching activity just like what they have done during the warm up. Ask the students to write the words in numbers. Students check their answers with the answer key. T drills some of the numbers from this activity and focus on connected speech and stress, especially for -teen numbers and grades of ten. e.g.. thirteen/thirty T writes a) two thousand and b) two thousands on the boars ask the class to choose the correct one and points out that there is no S at the end of it, same for hundred.
Student match the words and pictures in pairs. check their answer with the answer key. T drills the words.
T asks students to listen and choose one of the following phrases as the subject of this listening a) Working days b) The longest escalator c) Hong Kong is crowded Students listen and check in pairs. T gives them the answer (b)
T gives the students 30 Sec. to read the information. Students will listen to the audio for the second time and match numbers to the information. students check their answers in pairs and then T writes the answers on the board.
Before they start listening to the next audio tell them what an 'interview' is and ask them to interview their partners with these questions: a) Do you like escalators? b) How often do you use escalators? c) Name a long escalator. d) How many meters is it? T needs to demo this activity, and maybe write an example on the board. Students start talking and T wipes the sentences off the board.
T writes the question on the board: Who is the commuter, the man or the woman? T CCQs the meaning of commuter before they start listening: -Do commuters go to work? (yes) -Do they go back home in the evening? (yes) -Do commuters use the bus? (yes) -How about metro? (yes) Students listen, check their answers in pairs and T writes the answer on the board.
T explains the activity on the board, students listen and answer. They check their answers in pairs and T hands out the answer key.
T gives half of the class cards with name of a city on it and tell the students to talk to a partner guess these information about that city: -the number of people in that city -the number of cars in that city -the number of escalators -the number of commuters T helps them to make the first question, they ask and the other partner answers,