CLB 4 level
To help Students practice listening, speaking , reading and writing skills about learning styles
To provide practice of words related to learning styles
Procedure (163-193 minutes)
The teacher starts with saying 'Hello.' and 'How are you?', and then asks about students' day. Questions like 'How is your day?'
T asks the following questions; "Who am I?", "Who are you?", "How do we come together?". With the help of the questions he tries to elicit the word "education". If Ss cannot utter the word, T gives them the example of NSMS and their own class. T explains the meaning of education and writes it on the board. Through brainstorming, he elicits 'learning', 'school', 'university' and draws a mind map on the board.
- T write the phrase 'Learning Styles' on the board - T ask Ss whether they have heard this phrase before. If yes, what is it about? - Ss are put into pairs. - T shows the image of the learning styles using the video projector and asks Ss to try to guess what this image represents. Ss share their views in pairs. - New vocabulary such as smart, spatial and logic are explained with the use of miming, photos of smart people and so on. - Ss are asked if they know which style fits them best.
- Ss are given the HO. They are asked to reading as fast as they can to understand the whole idea of the passage in five minutes. They are told not to worry about the new words they encounter. - Afterwards, Ss share their views with their partners. - Answers are elicited to make sure Ss have fully grasped the concept.
- Ss are asked to work in pairs and make a list of the four learning style from the reading and write down what each style is good at. - Afterwards, T shows pictures of famous people using the projector and asks Ss to work in pairs to guess what learning style matches these people best.
- Having made sure that all Ss have understood the concept, T distributes the HO, which includes 16 simple questions about Ss' learning styles. - Ss are asked to answer the questions individually. - Meanwhile, T monitors the class to assist anyone needing help. - Having finished the task, Ss are asked to share their results with their partners.
- Ss are told that they are going to listen to a conversation between two friends. They talk about their findings about their learning styles and what they think about it. - Ss are asked to find out what learning style each speaker has. - Listening is played. Afterwards, Ss check their understandings with their partners. - The answer is elicited. - Ss are asked to listen to the audio for the second time to determine what each speaker believes he/she is good at. - Having listened, Ss share their answers with their partners. Answers are, afterwards, elicited.
- Ss are given the listening transcript. - Ss listen to the audio again while reading through the transcript. - T pauses the audio after each sentence is said and asks Ss to repeat the sentences while trying to follow the intonations exactly. T corrects any mispronunciations or wrong sentence stress patterns. - Having practiced the whole conversation, Ss are asked to stand up and form the Tank Wheel (Every pair stands in front of each other and next to other pairs. Upon T's clap, Ss of one row switch places so that they have new partners) to practice the conversation with their partners. - T monitors Ss to correct any pronunciation errors.
- Ss are asked to work in pairs to make a conversation like the one in the listening. - Ss are encouraged to talk about their own learning styles. - While Ss are working together, T monitors for any assistance. - Having made the conversation, pairs of Ss come to the board one by one to perform their conversations.
- T shows the pictures of the famous people from the previous exercise, but this time he asks Ss to write five sentences about each person. - Ss are encouraged to use the vocabulary practiced in the previous exercise. - Having written their sentences, Ss are asked to share their sentences with their partner. - Pairs are asked to check each other's spelling and grammar. - T monitors group by group to make sure all the writing mistakes are taken care of.
- Ss are given a piece of paper. - Ss are asked to write down the things they learned today. - Afterwards, they share their points with their partners. - T asks Ss randomly to see what they believe they have learned and give clearer explanations if necessary.