maliheh60 maliheh60

Maliheh. 1Apr. TP4
Beginner level

Materials

Abc ex2, cut-up exercise
Abc 2a, audio track
Abc Powerpoint
Abc google images
Abc google audio track
Abc ex1, cut-up exercise
Abc ex 1a, handout
Abc TM handout
Abc 1b, audio track
Abc ex 1a, handout
Abc ex2b, handout

Main Aims

  • To provide gist, specific information, detailed and deduction listening practice using a text about Life in Peru in the context of Family

Subsidiary Aims

  • To provide clarification of collocations

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will use the projector to show the ss images of foods to elicit the word "food". T will model, while pointing to food items, " I like eggs and and bread, I eat a lot of eggs and bread. I like orange juice, I drink a lot of orange juice." Ss will follow T and exchange their statements on 'like, love, drink and eat' plus food items in pairs to review the previous lesson. T will monitor and ask one student to share a few sentences with the WC class to end close the activity.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T will slideshow a photo of Taksim and elicit the name. T will move to the next slide marked as 'Taksim in the center of the city'. T will do ICQ: "is Taksim busy?", ss: "yes". T: "a lot of cars, shops and people?", ss: "yes". T will point to 'Taksim' on the map to indicate the central location of the neighborhood and repeat " Taksim is in the center of the city". T: " where is Taksim?", ss: "in the center of Istanbul (or the city)". Scaffolding the activity, T will show the meaning by standing in the center of the class: "where am I?", ss, the stronger ones probably,: "in the center of the class." T will continue with the slide featuring 'office' and elicit: "office" The next slide will show a 'rock music' band. T: "is it rap music?", ss: "no". T: " is it pop music? Turkish music?", ss: "no". Ss will probably say "rock" before T plays an extract of a rock music audio and, further, shows the name over the slide. A slide with the flag of Spain will come next; CCQ: "what country is it? is it England? Germany?", ss: "no,Spain". A photo featuring 'Zara company' will be added to the slide to convey the concept of 'an Spanish company'. CCQ: "is it an American company?", ss: "no". T: "an Indian company?", ss: " no, it's an Spanish company." T: "is Ar├želik a Spanish company?", ss: "no, it's a Turkish company". Next slide will be a photo of a black board filled with greeting words in many different languages. T, pointing to 'marhaba', : "is it English?", ss: " no". Ss will hopefully realize that it is the Arabic version of 'hello'. T will go over the other words by pointing to them and eliciting: " German language, Spanish lg, English lg, Japanese lg, Russian lg ,etc.". T will finally elicit: "languages" by a fast movement over the words. T will show the word in the end. The last slide in this part will illustrate a couple of flats/ apartment. T will be likely to hear "apartment" rather than 'flat', which is rarer. The words then will appear to be seen by the ss. Ss will associate 'flat' with England and 'apartment' with the USA as the flags accompany each word. CCQ while each flag has just come up: "flat"..."apartment" T will get the FB by a 'collocation forming' drill. Ss will see a phrase box, collocating with specific verbs, and a chart-like exercise which provides verbs and pictures as the clues for ss to for the correct, meaningful collocations. ICQ while pointing to the relevant items on the slide: "like...?", ss: "football". T will cross 'football' out to show it will not be used again in the drill. T: "work...?, ss: "...for a company". T will write the complete collocations on the board for the ss to do do the same in groups; i.e. looking at the slide and writing the complete collocations down. When done, one from each group will come to write the correct word or phrase in the blanks and cross it out from the box. T will highlight the rather complex collocations after the student has put it on the board. T: " who lives in a flat?" ss who do, will raise their hands. T, referring to one student: " do you live in the center of the city?", student: " yes" or "no". T: "I work for ITI, it's a Turkish company. I work for a Turkish company". "Yasin, for example, do you work for a Turkish company?", Yasin, probably: "yes"; T will elicit, pointing to Yasin and addressing the others: "Yasin...", ss: "... works for a Turkish company." T: "who works in an office?", some ss will raise their hands; T will elicit, pointing to one of those who have raised their hands and addressing the rest of class: " Ali...", ss: "... works in an office." T, pointing to different books, will elicit: "study...", ss: "... languages." T will give all the students a completed chart as answer keys. To practice pronunciation, ss will listen and repeat while looking at their answer keys. T will monitor.

While listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T will move on to listening task by a short introduction of Ricardo, who is from Peru. T will ask: "who is he?" to elicit " Ricardo" and "where is he from?" to elicit "he's from Peru." CCQ: "where is Peru? is it a city? a country?", ss, hopefully: "a country". T will show Peru on the map: "this is Peru. It is in South...", ss: "America". T then will show ss the gist-type question to read before listening then Will give each students a handout with three incomplete sentences about Cecilia, Carlos and Diego; Ss will read the question aloud chorally. They will be told that 1)they are going to hear the audio track only ONCE to answer the gist question, 2)the should do the activity by themselves, and then check their answers with their partner, and 3) they need to write their answers in their handouts. ICQ: " are you going to listen one time or two times?", "are you going to answer with your friends or alone?", "are you going to check with me or your partner?" When finished, ss will be called on to read the answers for the others to check. For detailed listening, T will give each student a handout with seven statements, each ending in two choices for the ss to select from. Recording will be played again. This activity will first be done individually as well. Ss then will check their answers in groups. Ss will be called on to come to the board and choose the correct choice for the others to check.

While Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference listening task

T will group ss into 3 or 4 and gives each group a handout with a list of people's names followed by a blank. The answers will be in a little box on the T's table; they are on small pieces of paper as separate verbs and phrases for the students to pick up (e.g. 'work' on one piece and 'for a car company' on another piece). There will be more than needed pieces to speed up the activity. ICQ: "do you write the answers in the blanks?", " do you come here and find your answer?" Ss will listen once more and one from each group will come to T's table to find the pieces he/she needs in order to complete the first blank by sticking them there. Each member will have, at least, one chance of coming and finding the correct pieces from the box. Once finished, they will leave their papers on the chairs for the others to come and check their answers. This requires ss to stand up and move around. Finally, some ss will be called on read the answers aloud for the others to check.

Post Listening (4-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T will show the ss a slideshow a text with some missing parts providing clues for the ss to talk about themselves in pairs. The task requires ss to use the collocations they have just learnt that session. It will be in the ss' sight to the end of the task. If there's any time available, ss will be asked to speak about their partners' voluntarily.

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