'She can speak Spanish very well!' Listening Lesson
To practice listening in the context of abilities of an English teacher
To practice adverbs of degree, which can be used with the structure 'can".
Procedure (45-56 minutes)
T hangs pictures of Laura, Justin and Oliver. T "You saw him/her in your last lesson." "Do you remember them?" "What are their names?" T divides sts into pairs. "Talk to your friends about their jobs and what they can do." "You have two minutes." ICQs: How many minutes? (two) Who will you talk about? (Laura, Justin and Oliver.) T "What are their jobs?" "What can they do?"
T sticks the picture of Jenni on the board. T "Her name is Jenni." "Can you guess her job?" T writes three topics on the board, one of which is the main idea of the text. a. The lives of Jenni's friends b. Jenni's life in the past c. Jenni's life now T "Now, we will listen to an audio. What is it about? (Showing the topics)." "Who says a?" "Who says b?" "Who says c?"
T "Here are some things Jenni can do." "Listen to the audio again and tick the things she can do." ICQs: Will you write what you can do? (no) Will you write what Jenni can do? (yes) T "Check with your friends." T projects the HO on the board. T "Come to the board and tick the things she can do."
T "There are some sentences Jenni said." "Fill in the blanks with these words in the box." "You have two minutes" ICQs: How many minutes? (2) Which words will you write? (words in the box) Check in pairs. T projects the HO on the board. Sts come to the board and write their answers. T "Here are some words. Match them with the pictures." "You have 2 minutes." ICQs: How many minutes? (2) Are you going to write? (no) Check in pairs. Students stick the papers with adverbs under the right face. CCQ: Can we use fluently with dance? (no) Can we use fluently with languages? (yes) "only languages" T clarifies the form and the pronunciation on the board. CCQs: Do they come before the verb? (no)
T asks one of the students: "Can you play basketball?" Writes the question and the answer on the board. T "Can you speak French?" Writes the question and the answer on the board. -Drills the sentences. Shows links. T "Look at this HO." "Ask your friends questions like these and tick here if they can." "Stand up please. Walk around the room and ask questions." T "What did you learn about your friend?" T writes the errors she collected during the speaking activity. T asks students what is wrong with those sentences.