TP 4 - Listening / vocabulary (-ever words)
Procedure (37-55 minutes)
Ask the students how they are. Ask them if they have any weekend plans
I will show selection of images that show different kinds of design styles in the home. I will ask students to tell me about these images. I will elicit "painting" or "picture" and "decoration." Make sure to include a picture of a sculpture, as this is a potentially blocking vocabulary for the listening exercise, if the students do not know it. Next, I will ask the students to talk in pairs about some pre-listening questions, which I will project on the board.
While students are speaking in pairs, write "curator" on the whiteboard. Check that students know the meaning of "curator" (A curator is a person who is in charge of the paintings and other exhibits in an art gallery, or the objects in a museum. The curator makes decisions about things such as buying, selling, and restoring the art works).
Hold up HO1, which is folded in half. Tell the students we will be listening to an audio recording about an art curator working at a hospital. This is a worksheet that I will give you. While you are listening, you will fill in the blanks. (the listening is approximately 3.5 minutes)
Instruct students to turn to the bottom half of their worksheet, which will have three questions about the audio recording. Instruct students to listen to the recording again and answer these questions. After they answer these questions, do feedback for the whole listening (both exercises)
Project the sentences from the audio that include -ever words. Ask the students if they remember these sentences. Instruct the students to work in pairs to discuss the meaning of these sentences. While they are talking, underline "whatever, wherever, etc..."
Hold up HO2, which is a match the responses to the questions exercise. Tell the students that they are going to work alone to fill this out. Once they have filled it out ask if they want to check their answers. Tell them we will check their answers with another listening exercise. Play the next short listening dialogue. Ask if anyone got anything wrong.
Project all the -ever words on the whiteboard. Ask students to tell you what each word means (quickly!). If they don't know this, then project the answers quickly (have a slide ready with the answers ready if they do not know quickly, so that we can get on to the production exercise).
Keep the dialogue from the short listening on the board. Practice drilling select sentences.
Instruct students that we are going to do one final exercise. Hold up HO3 which has famous quotes from famous people as a fill-in-the blanks exercise. Instruct the students to fill in the blanks, either alone or with a partner. Project the answers on the board. Ask the students to check their own answers. Ask if there are any problems. Then, instruct the students to find a partner, and discuss which quote they liked best.