Semra Ko Semra Ko

Listening Working Animals
Upper intermediate students, Student book, "Straightforward" level

Description

In this lesson, students develop their receptive listening skills by listening to an interview with a trainer of guide dogs for the blind in the context of working animals. Sub-aim will be practicing vocabulary `collocations with get`. Students will be faced with listening for gist and detail by answering questions about the listening and will work on the collocations through a matching task.

Materials

P HO2
Abc HO1
Abc Powerpoint
Adapted from kerr, p. & jones, c Pictures
Abc video

Main Aims

  • To provide gist and detailed practice in order to improve students receptive listening skills through listening to an interview between a presenter and a dog trainer in the context of working animals.

Subsidiary Aims

  • To provide clarification of the meaning of collocations with get used in certain expressions in the context of working animals

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Set context by showing video of a person and an animal - let Ss watch video - ssk Ss to discuss what happened in the video, how they feel about animals, do they like them or not? - ask ICQ: "You will talk about...?" - monitor Ss - give quick Feedback

Pre-/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- Show picture for prediction - ask Ss to discuss in groups: "What`s happening in the picture? How can animals help people?" - ask ICQ: "You will talk about what? - monitor Ss while discussing - give quick feedback

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Show HO and give clear instructions to read the questions before the listening. " Please read the question first." - ICQ: What will you do first? - distribute the Handout - let Ss read the sentences - let Ss listen to the recording - let Ss put a tick if the sentence was discussed in the listening - ask Ss to check answers in groups - give Feedback ask CCQs Do they talk about dates? Like in 1965? Does he want to know about motivating experiences and pleasing aspects? Is salary the payment? Do they talk about money at all? Was Beth a postwoman? Do they really discuss it? Can we say that it’s also a new experience for the dog to have a new owner? Does every dog become friendly with every person?

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Instruct to read the text again for the next tick the things the writer did - ICQ: Will you tick the things he didn`t do? No, put a tick if the writer did do it. - let Ss re-reak - let Ss chekc in groups - Show answer key on WB - move to next exercise - regroup Ss - Show HO - instruct Ss to match the collocations from the text with their meaning - ICQ: What will you do? Match them with the right meaning - let Ss do the task - monitor - give Answer key on the WB

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

- prepare for speaking activity and put students into A and B pairs - distribute the same photo to A pairs - distribute another photo to B pairs - ask students to discuss the photos - ICQ: You will discuss what? With whom? - monitor students -then ask students from a and b to come together and discuss the link between them. - ICQ: What will you try to find? With whom? - monitor students - give Feedback

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