Teaching practice 1
Drawing conclusions from written information
Listening for specific information in the context of understanding a lecture
Procedure (38-48 minutes)
The T puts the pictures of signatures taken from different letters of reference. First of all the T elicits the term "signature" by point to it. Then the T refers to the topic of Job interviews, asks "Why is it necessary to interview a person before hiring him/her?" The Ss elicit their ideas. When the Ss say that the interview is important because it helps to understand a person's personality, the T draws their attention to the signatures and asks whether we can understand someone's character from his/her signature.
T divides the class into groups (depending on the number of students). T gives each group a piece of paper and asks the students to put their signatures there. The T collects the papers. T asks the students to read the text (ex. C) and discuss in groups whether they it is possible to understand someone's character from their signatures. Ss discuss their ideas in groups than share as a WC. T ask Ss to look at different signatures and predict whose they are.
While Ss were doing the previous task T wrote wrote down the words on the board. T asks Ss what part of speech they are. Then T draws students attention to the descriptions on the walls. Ss are still working in the same groups, Ss get a set of the same words and their task is to match the words with their descriptions. When activity is over T gives the answers to the teams and they have to check the other team. T checks whether Ss have understood all the words or not.
T draws Ss attention to ex. D, audio 17 and asks Ss to listen to a lecture and take notes in order to fill in the gaps. Ss are still in groups, but now Ss have to work individually. Ss listen twice. Then Ss check in groups. Ss repeat the same for other 3 audios.
While Ss were checking the listening task, T put down some sentences with target grammar. e.g. If your surname is bigger, this means your public "self" is more important. = The bigger your surname is, the more important your public "self" is. T asks whether these sentences are similar or different. T gives Ss another example and asks them to paraphrase it. e.g. People who sign their name with a small signature tend to be insecure. = The smaller a signature is, the more insecure people are. T gives Ss a handout for a controlled grammar practice. WCF
T give Ss the papers which were collected in the beginning of the lesson, but each group get an opposite group paper. Ss are to discuss their groupmates signatures using the information they got from listening. T monitors the activity. Ss present their ideas about their groupmates' personalities. WCF