TP3: Listening: free time
Listening for gist and detail in the context of free time activities.
Vocabulary for free time activities.
Procedure (34-53 minutes)
I will project an image on the board that says "How I spend my free time" This will encourage students to think about our lesson from Friday. I will make the first two examples, by saying "I like to go out and make new friends." and "Sultan likes to stay in and watch T.V." I WILL REMEMBER TO GIVE STUDENTS THINKING TIME BEFORE REPEATING THE QUESTION. We will then have WCFB, discussing what we like to do in our free time. I will then break students into pairs to discuss what their MOTHER/FATHER/HUSBAND/WIFE likes to do in their free time. They will discuss while I am passing out the next worksheet.
I will then pass out p.126 to all students while they are wrapping up the warmer. I will then project the handout onto the board and we will do 2-3 together through elicitation. They will then work alone, and then check in PW. We will QUICKLY do WCFB where I will QUICKLY elicit the answers WC and write the correct answer as I hear it called out.
I will then project a picture of Tanya and Robert on the board. I will write Tanya and Robert above them so that the Ss know who the characters in the LE are. I will ask students who are Robert and Tanya? I will ask them, "Are they at the cinema?" and shake my head no to elicit party. Whatever predictions they come up with, I will write on the board with a question mark. Before listening for gist, I will ask again, "Who are they?, and "Where are they?". I will then play 3.4 up to about 0.26 seconds. Higher-level Ss will know they are coworkers, and all Ss should know they are at a party. We will check the questions to, "Who are they?, and "Where are they?" as WCFB .
I will now pass out p.24 and I will do a few CCQs about vocabulary used in 4a, e.g. What does single mean? What does evening mean? I will then have students read the T/F statements 1-5 to themselves, before we listening. We will listen to the complete audio and listen to whether 1-5 are T/F. They will check in PW. We will then listen again. And I will QUICKLY elicit T/F through WCFB.
Students will now do ex. 3a and fill in the blanks. I will stop and replay specific parts of the recording. I will provide SCFB by no talking, but pointing to the blanks and having students shout-out the answers.
|After Tanya brutally shattered Robert's plan to ask Tanya out, students will work in groups of three to help Robert meet a girl. Robert is single, and he wants a woman. What should he do? Where should he go? Should he stay home and watch T.V. to meet a girl? (No!) Should he go out to a friends house to meet a girl? (No!) So, what should he do? I will project Sub aim TL onto the board, as well as write the names of places from my Friday lesson. (e.g. museum, restaurant, night club, park, mall, movie theater, etc.) If time permits, I will put two groups together and allow students to present to another group what their plan is for Robert. To wrap things up, I will ask one student what they put on their list of suggestions and respond "Good idea!", then I'll ask another student, "What do you think? Will Robert meet a girl at the _____ ?" I will respond accordingly, and finsih.
I will pass out WB p. 16 to all students and have them work in PW to answer questions. We will quickly answer WCFB.