Teaching Practice No.8 , Listening/Speaking
To provide the students with practice on sub-skills of ''Listening'' including ''Listening for specific information'' and ''Listening for details'' through a video from ''Speakout Starter Unit 9 '' with the context of ''Shopping'' .
To provide fluency speaking practice in a 'freer-post-listening task' in the context of 'Shopping', meaning they will get the chance to ask and answer questions in pairs and talk about their favorite shopping , the last thing they bought and their shopping mistakes.
Procedure (35-45 minutes)
The teacher presents two pictures of Mall of Istanbul on the projector and ask the studentsto guess where is is. If they answer quickly she goes on to fuhrer questions like why do people go there? What can they buy there? What is YOUR favorite shopping mall? If they can't guess the picture, she gives them a clue for example she can say that it is the biggest shopping center in Istanbul,etc. After the teacher elicits some answers on the above questions from the students, she leads to the nest stage to buld in the context more clearly.
The teacher now shows another sets of pictures in which students can see and name different types of shopping. On the picture, the teacher elicits some relevant vocabulary such as what each shop is called for example or what a person who works there is called from students.
The teacher raises a question of ''What kind of shopping do women/men like the most? The possible answers may be 'Clothes Shopping' and 'Jewelry Shopping' which provides the teacher with an opportunity to pre-teach the vocabulary using the projector ( for different pieces of jewelry) as well as a wall-activity of vocabulary-matching (for clothes) in which students in groups must match the pictures on the walls with the flashcards they have been provided with. The teacher monitors the groups and offers help when needed. She makes sure everyone is on task. She finally checks all the answers and addresses the necessary MFP followed by drilling on challenging pronunciations.
The students are supposed to read Andrea’s text. Then watch the video and fill in the gaps. So the teacher first lets the students know what they are going to watch and provides them with the handouts including the gap-filling questions and enough time to read the words given as well as the paragraph before playing the video. She then plays the video and let them write down their answers. She plays the video again and asks them to check their answers with their partners before she gives a WCFB. She first asks the girls to answer together loudly and then the boys for the remaining sentences. In this way they all take part in the WCFB equally in a more fun way than usual!
The students will be given a hand out with a very simple multiple choice question in which they need to choose the correct answer. The students answer individually, check with their partners and then WCFB is done.
The teacher divides the class into groups of four and provides them the colored clear pictures of characters in the video as well as some flashcards of some items mentioned on the video. After giving clear instructions, the teacher will ask them to watch the video and match the flashcards with the correct character. The video will be played two times. A WCFB will be done after the second play.
Students are provided with a colored clear hand-out on which they need to identify individually which sentence is 'True' and which one is 'False'. The video will be played three times since they will definitely need more time and a deep understanding of what the characters say in this part. They will check their answers with their partners afterward. The answer key will be presented on the projector so that they can check their answers.
This free practice gives them the opportunity to use what they have learned during the lesson to answer the questions discussed on the video about themselves. Students are asked to work in pairs ask and answer the questions given to them on a handout. The teacher walks around monitoring and taking notes. Finally the teacher will ask a couple of students to talk about their partners.
The students write down some common mistakes they made during the freer practice on the board and tries to ask the students to help her correct the mistakes. She also writes down some good sentences they made inn order to make them more confident and encouraged.