Fatima Bashir Fatima Bashir

Childhood
Intermediate, B2 level

Description

SS will listen to children describing topics they were asked about. SS will listen for gist and specific details and for the post reading production stage they will be able to describe items in a language that is easy for a child to understand.

Materials

Abc Recording 3.01
Abc Pics and posters
Abc Matching HO
Abc A gap fill HO

Main Aims

  • To provide a listening text for the ss to practice listening for gist and specific details.

Subsidiary Aims

  • To develop oral fluency by providing an opportunity to react to the text and to further personalize the topic .

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T will post pictures/ posters of random items for random topics on the classroom walls. T will ask ss to get up, walk around and discuss in pairs what did they use to think about the things in posters as children . Ss take 1 minute to discuss each picture/ poster . T monitors. When they are done, T elicit a few ideas of ss thoughts about the items on display. T gives feedback.

Pre-Listening (10 minutes) • To prepare students for the text and make it accessible

T posts pictures on the board. Elicit what is in the pics and discuss the blocking vocabulary if any. Tell the ss you are going to listen to children giving definitions for some of the things in the pics. Give the ss a list of topics. T says: In pairs, which of these topics do you think they will talk about in the listening. Pair work. The gist listening will give the feedback.

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

T explain that in the recording, all 3 children will give definition about each item. 1, Tick the items that you will hear. ICQS: How many children you will listen to? Is every child going to give a definition for one thing only? How many things will every child give definition for? T plays the recording Ss check in pairs. WCFB

While-Listening #2 (5 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Listen again, put the things you hear from the list in the right order. Check with your partner. Ex.2

While-Reading/Listening #3 (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gives ss handouts ( Teacher made) Give the ss a minute to read the questions. T says, now listen and match the definition with the suitable word. After they finish, they check in peers. Give the the answer key

While-Listening #4 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gives the ss HOs for gap fill activity with the text that has missing words . Tell ss, listen and fill in the gaps with the missing words They check in groups. Give them an answer key, WCFB

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

In order to further personalize the topic and to develop oral fluency ss do speaking activity in pairs or small groups ( depending on the number) Ex2 p89 _ T asks ss to use the underlined useful phrases to explain to a 4 years old about one of the other topics that weren't discussed by children in the recording. _ Model by giving an example, elicit a topic from ss and write it on the board then get the ss to say something like: it's sort of food, it's like a small box.... etc _ In pairs, Ss talk about their own explanations, they can make notes of them . _ T monitors and take notes for the DEC _ Get the pairs to mingle and tell other pairs about their explanation. _ Chose a good pair to model for the WC

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