İSMAİL KARA TP 5
To provide gist and specific information listening practice using a text about Holiday(places people visited and also holiday activities like: Go swimming, go camping,go walking, go to restaurant, go to art galery in the context of Travel
To provide clarification, review and practice of Holiday(places people visited and also holiday activities like: Go swimming, go camping,go walking, go to restaurant, go to art galery in the context of Holiday
Procedure (37-46 minutes)
In Stage1 Teacher shows some photos related with topics: holiday and holiday activities in the class.Teacher uses CCQs to find out the meaning of the target vocabulary by using photos. Teacher's aim here is to elicit the target vocabulary: GO swimming/shopping/walking/sightseeing/camping/skiing GO TO restaurant/art gallery/ museum/club or discos T goes over photos to establish meaning. In Stage2 Teacher gives pronouncation of the words, firstly, as a choral drilling then individual drilling. Teacher elicits the target vocabulary in that way and don't write on the board until Ss use them. Because oral form comes before written form. In stage 3 T reads out number , Ss say correct word. T reads out word, Ss guess or say the correct number ın stage 4 Teacher starts to ask some sample questions like: Do you go shopping on holiday? Do you always go swimming? Do you often go to museum? Theacher's aim here is to give use of the target vocabulary with GO or GO TO Then, teacher draws a line on the board. The left side of the board for GO and the right side of the board for GO TO... Finally, the teacher explains: with these ( swimming, shopping, walking, sightseeing, camping, skiing) we use GO, with these ( restaurant, art galery, museum, club or discos) we use GO TO... in stage 5 The teacher gives a handout which includes questions about GO or GO TO Worksheet: Circle the correct form. For example: Go / Go to swimming Ss have 2 minutes. They work as a group. After conpleted, T will check with the WC.
In stage 1 Teacher writes some pre-listening questions on the board and wants them to answer the questions.Before beginning to this activity, teacher gives to Ss a possiple answer. For example, I can go swimming in Antalya. What do you do when you are on holiday? What do you do when you are in Italy? What do you do when you are in Bursa? What do you do when you are in Antalya? The teacher tries to expose their experiences and also activate their schemata by using these questions.
Listening for specific information The teacher plays the recording and wants Ss to listen to it (Page 64 2b) T pauses after each speaker and establishes where it is and what activities they did.
Speaking activiy: The teacher shows 4 photos of 4 cities in Turkey. İstanbul/Ankara/Bursa/ Antalya T wants them look at the photos and talk about them. Before beginning of this activity, T gives a sample sentence. For example: I can go skiing in Bursa but I can't go skiing in Ankara The teacher's aim here is to provide the use of target vocabulary and to drill them. CONTINGENCY T asks Ss to write a short story about places they visited. T gives to Ss 5 minutes. After completed, some of Ss read their written records.