Jennifer Jennifer

5C- Girls' Night Out Speaking and Listening
Elementary level

Description

In this lesson, students will elicit the questions they have heard in the previous lesson and the teacher will drill the pronunciation. Afterwards, they will use this language to interview each other about a night they went out. Then, they will do a listening for gist practice and listening for specific detail practice. This will be followed by a wrap-up speaking activity once again using the target language.

Materials

Abc Powerpoint
Abc Speakers
Abc Whiteboard and markers
Abc Dancing Queen Full Song with Incorrect Words
Abc Question Handout with gap-fill
Abc Dancing Queen Audio Clip

Main Aims

  • By the end of the lesson, students will have had accuracy speaking practice in the context of an interview about a night out.

Subsidiary Aims

  • By the end of the lesson, students will have had gist and detailed listening practice using text from the song "Dancing Queen" by ABBA.

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will introduce herself and lead in to the speaking activity by using a few pictures. Set Task: What did they do? What did they eat and drink? What did they wear? Did they have a good time?

Exposure (8-10 minutes) • To provide a model of production expected in coming speaking tasks

T will show the first three target questions with "did you" missing on the PPT. "Look at these questions. Are they good questions? How can we make them into questions? Are these questions in the past, present, or future?" T will use finger counting and backwards repetition to drill the form and pronunciation of the three questions. After, T will give Ss a handout with the three completed questions and the rest missing the same words. Ss will work individually to create the rest of the questions and then check their answers with a partner. Ss will then practice saying these new questions to their partner. T will monitor and drill any common errors.

Useful Language (5-6 minutes) • To highlight, clarify, and model useful language for coming productive tasks

T will ask Ss to interview her about her night out using the target questions. "I went out last weekend. Can you ask me these questions?" Ss will ask a few questions and T will call on Ss to make sure shy students get a chance to participate as well. "Before, I wrote some notes to help me. Please write notes about your night out. You have three minutes." ICQ: "Are you using these questions? (yes) Are you going to write sentences? (no) Are you going to write notes? (yes) How many minutes do you have? (3)" Ss write notes about their night on a piece of paper.

Productive Task (9-10 minutes) • To provide an opportunity to practice target productive skills

T will ask a S one question and S will answer. Then, Ss will ask each other in open pairs. Once everyone in the class has had a chance to speak, Ss will interview a partner using all the questions. "Now ask all the questions in pairs. You can make notes about their answers. You have 6 minutes." ICQs: "Are you going to use all the questions? (yes) Are you working in pairs? (yes) How many minutes do you have? (6) T will monitor as Ss interview each other. After, Ss will find a new partner and tell them what they learned about their original partner. "Now find a new person and tell them about your partner." T will ask a few questions as a class check.

Set Context (2-3 minutes) • To focus on context of listening practice

T will show a picture to elicit being in a club or dance hall. T will then introduce song. "Where are they? (the club) What are they doing? (dancing) We will listen to a song about dancing. Here are the words of the song. They are mixed up. When you listen, please put the words in the correct order. Work in groups." ICQs: "Are you working in pairs? (no) Are you working in groups? (yes) Are you going to write? (no) Are you going to move them? (yes) Are you going to put them in order (1,2,3)? (yes)

While-Listening #1 (4-5 minutes) • To focus on vocabulary in the listening and expand on the gist/meaning of the song

Students will listen to the song and put the words in order in their groups After the listening, T will give Ss an answer key and Ss will check their answers.

While-Listening #2 (4-5 minutes) • To focus on vocabulary in the text and expand on what they've learned

T will take the sets and answer keys from the students. "You will listen again. Do you see the dark words? These words are not correct. Listen and write the correct words on the lines." ICQs: Are you working alone? (yes) Are the dark words correct? (no) Are you going to write the correct word on the lines? (yes) Ss listen and write the correct words. Ss check their answers with a partner and then check answers with an answer key.

Post-Listening (2-3 minutes) • To wrap-up the content of the listening practice using target language

Teacher will ask Ss if they like going dancing. T will put some questions on the PPT. Ss will discuss a few questions using the past simple. "Please answer these questions in pairs."

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

Teacher will write some sentences on the board during the post-listening practice and draw the Ss attention to some common errors.

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