To develop student's skills of listening for gist and for detail in the context of a music festival
To develop students' vocabulary in the context of a music festival.
To develop students' skills in reading for general information in the context of music festivals.
To develop students' fluency in speaking in the context of a music festival or event.
Procedure (34-45 minutes)
Teacher will ask students if they have ever been to a concert. Did they see only 1 singer or band? If you go to see many singers, do we call it a concert? Elicit the answer festival. How many days does it last? Teacher will place a few A3 pieces of paper on the wall. The students, in groups, will tick ideas about why people go to music festival and what you can do there.
Teacher will give the students a short reading about the Music Festival in the listening. Teachers will read quickly and answer a few quick questions. Peer check. Teacher will elicit answers. Students, in pairs, will then match some pictures to the related word. Teacher will elicit the answers.
Students will be given a set of questions and asked to guess which one is the correct answer. Students will then watch/ listen to the DVD and answer the question as they go. Students will check their answers with their partner and then look under the table for the answers.
Teacher will explain that the students will listen again and answer some more question. Teacher gives out the questions and asks them to read them quickly for a minute. Teacher plays the recording/DVD again. Students then complete the questions. Teacher will project the answers. Teacher will then ask students to read through the last lot of questions and guess the answer. Students will then watch/ listen again and fill in the gaps. Peer check. Teacher tells students to look around the room to find the answer key on the wall.
Teacher will explain to students that they will talk about a festival/ event/ sports match or show. Teacher gives them a few minutes to think about the following questions. What was it? When and where was it? What did you do or see? What did you think of it? Would you tell someone to go to it? Teacher models an example on the board so they don't just read out the questions to each other. Students will then work in pairs or groups, depending on the number of students, and talk about their event.
As the students are speaking, the teacher will monitor and record any good and bad language. Teacher will write these on the board and elicits responses from students of what is good and what needs improving.