Days to remember, lisening
Beginner, A1 level
To provide gist listening practice using a text about days to remember in the context of amazing days
To provide fluency and accuracy through speaking as a receptive skill in the context of a discussion about amazing days
Procedure (25-37 minutes)
T displays some pictures and encourage and elicits the topic days to remember or amazing days. T encourages sts to answer questions about the pictures to elicit blocking words. For example, T will display pictures of two dishes one full but the other empty to elicit the word empty. T introduces blocking words through the discussion. The words are empty, New Years Eve, fireworks, seat and concert. T will elicit meaning, form, pronunciation and stress.
T asks a student to read the sub heading three amazing days. T asks ccqs how many amazing days are there? Sts answer three. T displays and reads ex 2 b and explains that sts will listen to three people, Melanie, Tania and Pascal talking about three amazing days by reading ex 2b. T writes the three names on the board and checks instructions by asking how many people will talk? what are their names? Sts listen to the track. Having finished listening, sts check their answers in pairs. Then T asks the question again and sts raise their hands to answer.
T says you are going to listen again to Melanie, Tania and Pascal talk about their amazing days. T reads ex c " choose the correct words in these sentences. T checks instructions by asking sts what are you going to do? how many words are there in each sentence to choose from? what are the words in the first sentence? Then T plays the track and Ss answer. T checks if students could answer all the questions or not. If not T replays the audio track. Then Ss work in pairs to check their answers. T asks sts to read the sentences aloud.
T writes the sentences I waz /wəz/ at the World Cup Final (sts studied the verb to be before)T asks students if the sentences are in the present or the past. We were /wə/ near the Opera House the sentences T asks Sts to listen to track 8.3 about the pronunciation of was and were. T elicits the contracted form by asking Sts to repeat what they heard. T lets Sts listen again. and writes the contracted form on the WB I waz /wəz/ at the World Cup Final.We were /wə/ near the Opera House. Sts repeat individually and chorally. Sts listen and do ex 5. Sts compare answers in pairs.
Sts share their ideas in a speaking task about their days to remember as a receptive skill. Sts work in pairs to tell their amazing days. T changes pairs and Sts tell and listen to the partners tell their amazing days.