New lesson plan: Evenings and Weekends, Listening

Gülperi Dolkun

Evenings and Weekends, Listening - Elementary level

Evenings and Weekends, Listening
Elementary level

Description

In this lesson, students is introduced to the vocabularies of free time activities; enhance them via several listening exercises as well as building listening skill; provided opportunity to work on their productive skill during post-listening stage.

Materials

Multiple-choice handout

True/False handout

Picture

Gap-fill handout

Matching handout

Multiple-choice handout

True/False handout

Picture

Gap-fill handout

Matching handout

Main Aims

To provide gist and detailed listening practice using a text about free time activities in the context of two colleagues' conversation at a party.

Subsidiary Aims

To provide clarification and review of vocabularies of free time activities in the context of teacher's evenings and weekends.

Procedure (36-48 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher talks about her free time activities with miming them out. stay in/ surf the internet visit friends or my family go to the gym/ do sports go out/ go to exhibitions

Pre-Listening (8-10 minutes) • To prepare students for the vocabularies and the text, make the following listening exercises accessible

The teacher give the students instruction to complete the matching task. 1. Chesting and explain 2. Hand out the task 3. ICQ: Are we ready to match? With gesture of matching. 4.Feedback: w/c together. Transition: You know my free time activities. Do you know each others'? The teacher give instruction to let students ask each other "What do you do in your free time?" and get the answers. 1. Group the ss in pair. 2. Demo it with a student as an example. 3. Monitor while students are talking. 4.Feedback: Do you have any idea? Let one or two pairs share. If wrong use of language, prompt them using facial expressions and lip-syncing. Transition: "Look under your table please. Did you find anything?" Let students look at the picture. Ask where they are, if they are good friends or not. Let them guess who is always asking questions, the man or the woman. Introduce Tanya and Robert to the students.

While-Reading/Listening #1 (7-9 minutes) • To provide students with less challenging gist and specific information listening tasks

Give students instruction to complete the gap-fill listening exercise. 1. Chesting and explain with gestures. 2. Hand out the gap-fill.(Fold them into two parts ahead) 3. ICQ: Are we listening? Are we writing? 4. Peer check. 5. Feedback: Look for cut-ups on the wall, check together as two groups. ICQ: Did you get your answers? Transition: Do you want to know what happened at the party; what did Tanya say?

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed listening task.

Give students instruction to complete the true-false exercise. 1. Chesting and explain with gestures. 2. Handout the true/false exercise. 3. ICQ: Are there five sentences? Are we listening and guessing true/false to the sentences? 4. Peer-check. Then get w/c answers respectively to five questions, ask for justification. 5. Give AK. Transition: "Now,please tell me, who always asks questions, Tanya or Robert?" "Ok, Do you remember Tanya's answers? Let's listen again and check her answers."

While-Listening #3 (6-8 minutes) • To provide students with a chance to review the questions in the listening #1 and see how to answer those questions with a multiple-choice listening task.

Give instruction to students to complete the multiple-choice listening exercise. 1. Chesting, unfold the handout, explain with gestures. 2. ICQ: Are we ready to choose Tanya's answers? 3. Peer check. 4. Feedback: Group the students in pairs. Let the pairs ask questions in listening #1 and give answers in listening #3 in a dialogue one by one. Ask rest of the class "Do you agree" after the pair finish their dialogue.

Post-Listening (3-5 minutes) • To provide with an opportunity to respond to the text.

Let students look at the picture again and ask: "Do you think Robert like Tanya?" "Can you guess what Tanya and her family do in their free time? For example, They watch TV together in the evenings." Get the students discuss in groups. Check their correct use of grammar when monitor. Feedback: "Any interesting idea?" When the students answer, if there's false use of grammar, prompt them with facial expressions and mouth-syncing.