Patrick Cody Patrick Cody

TP 3 - Listening & Vocabulary
B2 - Upper Intermediate level

Description

In this lesson students will be introduced to new vocabulary through the context of fashion. The students will complete a listening activity related to the topic, developing both their "gist" and "detail" listening skills. This lesson will provide the context and background for a lesson on 'non-defining relative clauses" which is to follow.

Materials

Abc Expressions with Look, Workbook Exercise 1
Abc Grouping Pictures
Abc Vocabulary Exercise 2
Abc Audio Transcript
Abc "Sales" pictures
Abc Listening Exercises 1-2
Abc Listening File 1.16
Abc Listening File 1.15
Abc Scap Paper / Scrap Lesson Plan
Abc Picture of a "fleece jacket"
Abc Blockers Vocab List
Abc Lead In Quotes

Main Aims

  • To provide clarification and practice of expressions with "look" in the context of fashion.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about fashion.

Procedure

Lead-in (3-4 minutes) • To build context and generate interest in the topic.

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.

Pre-Teach Vocabulary (1.15) (2-3 minutes) • To expose Ss to 2 potential vocabulary blockers which would inhibit their understanding of the text.

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.

Gist listening (1.15) (2-3 minutes) • Students will practice listening for "gist", the ability to understand the key thoughts and main ideas of a text.

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.

Detail Listening (1.15) (4-5 minutes) • To practice listening for specific details in the passage.

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.

Pre-Teach Vocabulary (1.16) (1-2 minutes) • To clarify particulary difficult vocabulary which may hinder understanding of the listening exercise.

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.

Gist Listening (1.16) (2-3 minutes) • To practice the skill of reading for gist.

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.

Detail Listening (1.16) (4-5 minutes) • To practice listening for specific details in a passage.

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.

Highlight Target Language (1-2 minutes) • To introduce the TL in context. To also improve student's scanning abilities in a written text.

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.

Clarifying Target Language (10-12 minutes) • To expose students to the meaning of the TL and elcit personalized definitions.

-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.

Controlled Practice (2-3 minutes) • To provide another level of exposure to the TL within the context of fashion.

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.

Freer Practice (5-10 minutes) • To provide students will an opportunity to use the TL more natural way while developing their oral skills.

-Students will work in their groups to discuss some of the questions from Vocabulary exercise 2. These questions can be written on the board.

Error Correction / Feedback ( as time allows) (2-3 minutes) • To give specific feedback based upon original student errors. To provide continue clarification of the target language

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.

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