MohammadKhari MohammadKhari

TP#3
A1 level

Materials

Abc Audio Script HO
Abc Living room Plan HO
Abc Inference Questions HO
Abc Detailed Questions HO
Abc Furniture Items HO
Abc A character's close-up picture
Abc Google Images

Main Aims

  • To provide gist, specific information, detailed and inference listening practice using a text about a boy's living room in the context of rooms and furniture

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of rooms and furniture

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher will show the students some pictures of different rooms and pieces of furniture and asks them to name the rooms or related vocabulary to refresh their memory of the previous lesson. Since the students will probably make some mistakes on the pronunciation/meaning and usage of the related vocabulary, the teacher makes sure that MFP is prompted when necessary.

Prediction (4-7 minutes) • To activate the students' schemata

The teacher will show a close-up picture of Robert on the board and provides some information about him like: "He is young.", "He doesn't live with his parents.", "He is probably a college student." and writes them on the board. After that, he divides the class into groups of four and gives each group a set of cut-out papers containing the names of items of furniture related to different rooms of an apartment. Then he asks them to put just the items that they think they will find in Robert's living room on the wall under the places labeled by their group numbers after a brief discussion in their groups. ICQs: Should you put all the items on the wall? Which items go on the wall?

Pre-Listening (2-4 minutes) • To prepare students for the text and make it accessible

The teacher shows two pictures of living rooms containing some family "photographs" and "posters" to clarify the difference between these two.CCQ: Can you see any of your friends or family members in a poster? Some elicitation on the stress pattern would be done which will be followed by drilling. Then s/he clarifies the meaning of the words "free" and "comfortable" through gestures and mimes and finally points out some pronunciation tips regarding the stress pattern and linking sounds. CCQ: Are we free now? Am I comfortable if I sit on a desk?

While-Listening #1 (3-6 minutes) • To provide students with gist listening task

The teacher will write a question on the board: " what is Robert talking to his mother about?" and asks the students to listen to the audio once and answer the question in pairs. ICQs: How many times are you going to listen to the audio? How many questions are we answering? Are we answering the question alone or in pairs? Then the teacher gets the WCFB.

While-Listening #2 (5-7 minutes) • To provide students with detailed listening tasks

The teacher pairs the students with new partners.Then s/he will chest a HO containing detailed multiple choice questions and asks the Ss to listen to the audio for the second time only once and fill the HO out individually and check their answers in pairs afterwards. ICQs: How many times are you going to listen to the audio? Should you write or check the answers?Then s/he plays the audio. The teacher gets WCFB.

While-Listening #3 (2-4 minutes) • To provide the students with an inference listening task

The teacher chests out a HO containing true/false questions and asks the students to listen to the audio again and check the correct box individually. Then the students can check their answers in pairs. ICQs: How many times are you going to listen to the conversation? Should you write or check the answers? Then the teacher gets WCFB.

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

The teacher pairs the students with new partners and gives students two different sets of HOs: on top a picture of a living room and on the bottom, a blank simple plan of a living room with some words like "left" and "right" on it to help the students navigate through the plan more easily. Then s/he explains that in each pair one student should describe the picture s/he has and his/her partner should draw or write on the blank plan.ICQs: Should you look at the picture you have and draw or listen to your friend and draw? What should you write/draw? The teacher will monitor them while they are speaking and take notes on the common problems which will be followed by error correction after WCFB. After that, the students check their drawings and writings in pairs and the teacher gets WCFB.

If-time activity (5-8 minutes) • To give the students a chance of personalizing the context

Should there be extra time, the teacher will give the students a HO containing a chunk of the audio script of the conversation between Robert and his mother and asks the students to first read it silently once, then role-play the conversation as different characters. Two pairs will be checked and the teacher will give instructions to have the same conversation in a personalized version. ICQs: Should you memorize the conversation? Do we need to write anything? Should you talk about Robert's room in the second task? Some pairs will be chosen to act out the personalized conversation. Error correction will be done if needed.

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