Teaching Practice 1b: First Meetings
To give students practice in listening for specific information in the context of first meetings.
To review question forms and to give students freer speaking practice.
Procedure (40-60 minutes)
Ask students to give names of some popular game shows that they like. Show the students photos of a Turkish game show and ask if they know it. Ask if anyone can explain how the show works. Clarify that the couple in the front of the photo is a team. The host asks each of them questions, for example about the first time they met. They get points each time they answer correctly.
Tell students we are going to work on some vocabulary they will need for the listening task. Show photo of a doctor, nurse, and patient. Point to man and ask what his job is. Then point to nurse and do the same. Elicit meaning by asking things like, 'Is this person healthy or sick?' 'Does the doctor make more money or the nurse?' Ask class to repeat pronunciations. Try to elicit all of the following vocabulary words: doctor, nurse, patient, white coat, nurse's uniform, operation, and nightdress. Afterwards, write vocab. words on the whiteboard.
First, give students handout. Draw students' attention to the man on the page. Ask what kind of man they think he is. "Is he outgoing?" "Is he funny?" "What is his job?" Have students read the questions for exercise 1 by themselves. Do ICQ. Ask if they have any questions about what they read. Tell students you will play the track (TRACK 11) once through and ask them just to listen the first time. 'Are you writing?' 'Or just listening?' Instruct students to answer true or false and play track a second time. Afterwards, assign students partners and give them two minutes to check their answers with each other. Check answers as a whole class.
Write numbers 1-6 (and an additional 'where (meet David)?') for exercise 2 on white board. Write out number 1 and 'where' question together as a class. Assign students in groups of 3 and have them work out the rest of the questions together. They have 3 minutes to do this. When finished, call on 5 people to write the written out questions on the white board. Draw another column for answers to those questions. Ask students to provide other examples of possible answers to each of the questions.
Give students two minutes to read through Rosie's answers. Ask if they have any questions about them. Hold up vocabulary photos again if necessary. Instruct students only to listen and play TRACK 12 once through. Do ICQ. While playing the second time, instruct students to answer the questions. Play it a third time if they would like. Assign students partners to check their answers. Check answers together as class.
Explain that in the next listening section, they will hear David answering the same questions. "Do Rosie and David get points for giving the same answer?" Students should circle the tick if he gives the same answer as Rosie and circle the cross if his answer is different. Do ICQ. Play TRACK 13 twice. Go over answers together as a class. Ask students how many points Rosie and David scored out of six.
Tell students to think about the first time they met their best friend. Tell them about my best friend and ask students to ask me questions about her. Instruct them to get up and walk around the class to ask the questions on the board (or on their handout) to 3 other people. When they are done asking someone, the other person should ask them the same questions. They have 6 minutes. Follow up with ICQ.
Ask students how well they think they would do on Get Personal with their best friend. Would they win?
If there is extra time at the end: 1. Review learned vocabulary words 2. Ask each student one new thing they learned in class today 3. Call on students to talk about the first time they met someone else in the class