TP 3 - Listening & Vocabulary
B2 - Upper Intermediate level
To provide clarification and practice of expressions with "look" in the context of fashion.
To provide gist and detailed listening practice using a text about fashion.
Procedure (38-55 minutes)
T will begin with 3 fashion quotes written on the board. Working in pairs the students should discuss which quote sticks out to them. After this the T will gather that class together and elicit responses to the students' favorite quotes.
Chuck it - Model crumpling up a piece of your lesson plan and shooting it into the trash. What did I do? Fleece - Have a picture of a fleece to put up on the board. Have the right hand side of your board available for vocabulary. Write / paste the blocker vocabulary there.
Students will be given 1 minute to listen to the listening file 1.15 and complete exercise 1. Students can check the answers with a partner.
Students will listen to the audio file 1.15 again this time looking for the answers to exercise 2. After listening once students can check answers in pairs. The teacher may play the whole recording, or a portion based on his discretion and the students' understanding.
Sales - Elicit with a picture of something on sale. A storefront. -Desperate Housewives - It will be easiest to simply tell students this is a dramatic tv show. Eliciting here is not helpful. -Loads of_____ - Another way to say "a lot of". I love reading. I love books. I have ____ of books.
Students will be given 1 minute to listen to the listening file 1.16 and complete exercise 1. Students can check the answers with a partner.
Students will listen to the audio file 1.16 again this time looking for the answers to exercise 2. After listening once students can check answers in pairs. The teacher may play the whole recording, or a portion based on his discretion and the students' understanding.
Ss will be given a copy of the audio transcript. They should scan the text quickly and highlight any phrases with the word "look". There should be 11, though we will focus on 7.
-Students should find a picture taped underneath their chair. This picture represents their new group. Each picture will also have two of the target vocabulary phrases and CCQ's written on it. In groups students will take time to answer the CCQ's, create a definition for their two phrases and write 1-2 new examples. This should be written on a large piece of construction paper and attached to the board with sticky tack. When the groups are finished they will have time to explain the meaning of their TL to their classmates.
Students will work individually and then in pairs to complete and correct Exercise 1 from the Straightforward Workbook. This text has been slightly adapted to fit my lesson plan.
-Students will work in their groups to discuss some of the questions from Vocabulary exercise 2. These questions can be written on the board.
T should monitor the class during the group work and verbal production portion of the lesson. Any relevant notes taken during this time can be used to provide feedback.