Listening for gist and specific information
By the end of the lesson, ss will develop listening for gist and specific information.
After the listening part, ss practice speaking for fluency and accuracy in pairs/ groups.
Procedure (22-44 minutes)
T hands each student a sheet of 'Find someone who' and instructs ss that they can ask each person two questions only,that way they will have to mingle more. After they are done, T asks if they are surprised by anything on their list, focusing more on the students who have done numbers 3,5,6 and 10 to introduce the theme of 'Childhood memories'
In pairs, ss take a look at the pictures on p. 19 ex. 1a. to predict the story behind the pictures that they will listen to. Ss share their ideas in o/c discussion.
T hangs visuals of the following vocab items: get the blame for sth, slot machine, slide, a fairground, to bully someone, marble floor. Briefly, T explains them, checks understanding through CCQs , models their pronunciation and checks form with the ss. T also asks ss to take a look at the vocab box in ex. 1b in case there is another vocab item that they do not understand. If a student does not recognize any of the other vocab items, T asks another student's help to clarify the meaning for his/her colleague.
T explains that ss will listen now to two people talking about their childhood memories to answer ex. 2.
-Ss listen to the track then answer ex. 2 individually, then they check their answers in pairs. After that, T provides the correct answer.
T asks ss to read the questions carefully in ex. 3a because they will answer them after listening again to Justin's story. After they listen, ss answer 3a in pairs then check with the pair next to them and then,open-class feedback. Then T asks ss to read ex. 3a carefully and quickly as they have done in the previous exercise. Ss listen, answer 3b in pairs, check with another pair then o/c feedback.
Individually, ss think of a story from their childhood (they have options in ex.4a). T clarifies that it does not have to be a very sad story,just sth light, inspiring or amusing.(2 min to think) Ss tell their pairs about their story (3 min) then they swap pairs within their table (3 min), then T gives each ss a colored rod and asks similar colors to sit together to tell their stories to each other (3 min.).
T asks ss who has a fun story to tell?! for content feedback and writes on the board the mistakes made by the ss while speaking for language feedback.