FIRAT FIRAT FIRAT FIRAT

Listening TP6

Description

In this lesson, students will be exposed to past form of the verb "be" through a listening text in the context of first learning centres. The lesson will start with brainstorming about the pictures of some universities. This will be followed by a listening activity and finally by a speaking task.

Materials

Abc Gap-fill handout
Abc Listening Exercise 2.54-55-56

Main Aims

  • By the end of the lesson, students will be able to distinguish and understand the past form of the verb "be" when they hear it, and hopefully use it when necessary.

Subsidiary Aims

  • To provide a chance to use the past form of the verb "to be" through speaking practice.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T sets the context through a short discussion. To grab students' attention on the topic, asks questions related to knowledge (where it comes from, how could it be achieved).

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

- Prediction: T shows the pictures of Al-Karouine, Cambridge, London, Istanbul, Harvard Universities and The Great Library of Alexandria and starts the brainstorming activity. T: Do you know these places? Students discuss in pairs and teacher runs a brief feedback to elicit the answers. T: We'll listen to some audio files soon, but first I want you to think about how these pictures could be related to the audio. You may note down your ideas if you want.

Pre-teach Vocabulary (3-5 minutes) • To teach some presumably unknown words.

T: Before we listen to the tracks, I need you to know some words in order to understand the text. T gives the handout, words with definitions, and two minutes to finish the activity. T: Check your answers in pairs. Brief whole class feedback to elicit the answers.

While-Reading/Listening #1 (7-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T: Let's listen to our breakfast. I want you to check if they match with your predictions. CCQ: Will you try to understand everything? (no) - good T plays the records once. -T: Do they match your predictions? T elicits some answers.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T: Now we'll listen to the audio again, but this time I want you to listen carefully. There are some blank areas on the papers. As you listen, I want you to find and write the place's name, where is it, when was it built, and what extra information is provided in the text. CCQ1: Will you ask your friends? (no) CCQ2: Will you try to understand "WHY" were the places built? (no) - good! T gives the handouts and plays the tracks again. Thinking of their level, T may play the tracks once more if thinks it is necessary.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher groups the students a.... b..... c.... Let's see how well do we know our country. Ask your friends in your new groups: -The first university in Turkey (in their own country if there is any foreigner) -The most important universities now -The most important library -If they know any distance programme now. When they finis the activity, students will go back to their groups to tell their partners what information they found. If time allows, students will talk about what facilities they know to be the first in their countries in pairs.

Web site designed by: Nikue