Teaching Practice 7
To provide gist and specific information listening practice using a recording about forgetful generation in the context of modern lifestyle.
To provide fluency speaking practice in a discussion in the context of forgetfulness and memory.
To provide clarification and review of memory terminology in the context of forgetfulness
Procedure (44-55 minutes)
The first series of pictures will not involve so much teaching. It will rather be checking that all the Ss know some basic vocab. Next T will use some cartoon pictures to get the students interested in the topic. The dichotomy between the ELEPHANT and the FISH will be provided. ------------------------ Why are they funny? ------------------------ This will be in reference to the PREVIOUS lesson and pertains to the article on whether animals have feelings; this time do they have memories. NOTE TO SELF - If all goes well, you might want to give the WASP example for animals in the beginning or the end. -------------- So are you a fish or an elephant? ------------------- i.e. how are you at transfering your short-term memory to your long-term memory. When do we say people forget? Most of us are ELEPHANT FISH!!!! (photoshopped picture)
The target vocabulary will involve: Appointment, Absent-minded, Blame, Generation, Overload CQs will be (respectively): Should I be on time? Who do I talk with? Do I see? Do I watch? Do I hear? Do I listen? Does it have to be a human? Am I angry? How many years older/younger does some have to be? Can it be longer? (e.g. modern generation) Am I busy or relaxed? Do I have to be active? Try and elicit the meaning of the words first. The first three and the last by picture, the last by giving examples (Me and X are of about the same age, we are of the same.... Y is x years older / younger than me. We are of a different... ). Drill the words AND THEN write them on the board.
Project the questions in ex 1 of the StBk. Ask the students to listen for the answers. (Listening for gist). The listening is 0:48. Get FB... If ABSOLUTELY NECESSARY the T may have the students do the listening again. Project the questions on the whiteboard and ask students to read them quickly (1 min). Ask them whether there is any words they don't know. The T could ask they know society, stressful etc. (1 min) Get them into groups of 3-4 (depending on attendance) and let them discuss the issue for 5 min. Get FB by asking the WC. The teacher may ask Ss about their fellow students or the groups in general.
Give the HO to students and tell them to listen to the text. Stop after each story and elicit the answers from various students. The listenings end as follows: 1- 0.30 2- 1.07 3- 1.42 Let the students look over their answers with their partner and for a couple of seconds and then continue on. Ask the WC for the answers at the end of the Listening part.
T should ask the students why they think this is the case... Now they will listen to a recording which tries to explain it. I will do the listening in parts since it is a long one and requires some attention. The questions will also be presented accordingly; only the questions that can be answered are to be presented for each part. In addition there will be FB after each section. Part 1 (-0.56) --- Questions 1-2 Part 2 (0.56-1.32) --- Questions 3-4 Part 3 (1.32-2.34) --- Questions 5-8
Ask about Prof. Buchan's explanation and whether they think it is true. Does it apply to them? What do they do to relieve the stress and/or to remember? Then ask the WC whether they have funny stories of their own. Give an example from your own life (or make something up) so they feel comfortable. (personalizing the listening...)
Start with the question as to whether we overload our stundents in Turkey? And does this lead to them memorizing all the stuff? Ask them whether or memorization is short-term or can it be long term as well? Yes it can... Ask the students to come up with pros and cons of memorizing and when we should do it!!! First let them think for 3 min in groups; then FB with the whole class