Amber Amber

Listening
Elementary level

Description

In this lesson, students will practice listening for gist and detail in the context of a conversation about fussy eaters. The students will also be able to recognize that too has a negative connotation and how it differentiates from very.

Materials

Abc FB Audio
Abc Audio

Main Aims

  • To provide gist and detailed listening practice using a text about conversation in the context of fussy eaters.

Subsidiary Aims

  • To provide review of adverbs too and very in the context of fussy eaters.

Procedure

Lead-in (3-5 minutes) • To engage the students and set the context of the lesson.

Show a video of a fussy eater and ask if they have ever had that problem or if they are like this. or Ask the students, "Does anyone in the class have a child, grandchild, little brother/sister, or niece/nephew?" "Do they eat everything?" "What don't they like?" "What do they like?" "What do we call a person who only eat some types of food?" --> Fussy Eater- is a person who only eats some types of food. CCQ- "what is a fussy eater?"

Listening for Gist (4 minutes) • To encourage Ss to listen for a general understanding.

The students will practice listening for gist. "We're going to listen to four conversations" TASK: "Listen to see what the common problem is in the four conversations" ICQ: "what are you listening for?" "What do we call a person who only eats some types of food?" --> Fussy Eater- is a person who only eats some types of food. CCQ- "what is a fussy eater?"

Listening for detail (10 minutes) • To provide the students with practice of listening for detailed comprehension.

The students will listen to the same recording again but this time for detail. The task is to listen in order to answer a set of questions. Each question is related to each conversation. "Now, this time you will listen to answer these question." "I'll give you a moment to read them before I play" After the first listening let the students peer-check. Put the questions on the OHP. Get the students to answer all the question (don't give a response). Listen again to see if these answers are correct. Pause in between and clarify if the answer was right. "We're going to listen again to see if these answers are correct."

Lead-In to grammar (3-5 minutes) • To set the context for the target language

Put the ss into pairs. Project the set of questions. "Read" (point) "Speak together, please" (Guide it by saying maybe a desert you don't like) Monitor for key phrases of too salty, too sweet, too spicy...

Grammar (3-5 minutes) • To clarify the meaning and form of too + very.

Nominate a student to share what their partner told them they didn't like and why. (guide too salty, too spicy, or too sweet) "What does he/she mean by too xxxx? " "Will she eat it?" (no) "If something is too spicy/sweet/salty it means it's more than we want." Model the sentences on the board. too spicy/salty/sweet. Then add the sentence structure above it. Now let's say: the cake is very sweet, but I could eat it. add sentence structure CCQ: If the cake is too sweet would he/she eat it? (no) what if it was just very sweet? (its possible) maybe you won't like it much, but you can eat/drink it.

Controlled Practice (10 minutes) • To provide controlled practice focused on the meaning of the target language.

Pre-teach Vocab: Salty, sour, bitter. Individually have students complete the match sentences exercise. "let's practice" Model on OHP. In section B of your HO match here to here. (using gestures) ICQ: Are you doing this with a partner? (no) Monitor for salty, sour, bitter. Peer Check S-T FB Match on the board. Praise. Turn off OHP. BACK CHAIN: food Mexican food I can’t eat Mexican food Spicy Too spicy It’s too spicy I can’t eat Mexican food, it’s too spicy. PRAISE. Well done!

Controlled Practice #2 (10 minutes) • To provide controlled oral practice focused on the target language accurately.

Reminder: "Does too come before or after the adjective?" (before) "Does very come before or after the adjective?" (before) The students will work in groups to rearrange words to make sentences. Students will walk around the other groups to compare their sentences. Students will then listen to the audio to see if their sentences were correct. On the board, clarify a sentence structure that they had trouble on.

IF TIME Activity- CHAIN GAME (8 minutes) • To bring back the context of the lesson and practice skills of listening.

Split the class. MODEL with a strong student. Remember what you told your partner earlier about a food you didn't like? Well, we are going to play a game. Think of something you don't eat or drink. Student: I'm fussy, I don't eat X. ME: We're fussy, she doesn't eat X. I don't kokorech. The key to a winning team is that you have to listen and remember carefully.

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