My kind of place
A2 Elementary level
To provide gist and specific information listening practice using a text in the context of places in a town or a city.
To provide review and clarification of noun phrases in the context of different kinds of places in a town or a city.
Procedure (45-57 minutes)
Introductions - write name on WB. Teacher uses visuals on OHP through PPT and say's "I'm from London." Elicit - "Where do you think London is?" CCQ'S - "Is London big?" (yes) "Is it a big city?" (yes) "What about Istanbul?" (big city) "What phrase is big?" (adjective) Teacher shows visuals of Istanbul City and elicits from students what the city comprises of. Teacher follows on to eliciting main vocabulary from students to review and pre-teach the noun phrases. Teacher introduces vocabulary to students through OHP through PPT. Teacher elicits, models, drills and repeats chorally. Teacher further elicits stress and part of speech of each vocab to remind students that they are nouns.
Teacher sets stress pattern sheet activity. Demonstrates an example word stress (a market) from activity sheet on WB. Students to complete task individually. Peer check follows. Teacher nominates students to mark stress on WB. Show answer on OHP and students check their work. Whole class feedback with error correction on stress and pronunciation of words where necessary. Model, drill and repeat. Teacher then shows 3 pictures on OHP through PPT to set the context. Teacher instructs students to just look at the pictures. Teacher then instructs students to work in pairs and discuss the comparisons of what they see in each picture. ICQ - "What are you going to do?" (students to respond to instruction) Teacher monitors, takes note for any error correction for later. Whole class feedback - Teacher elicits from students to share their ideas. CCQ'S - "Where could this be?" "Does it have mountains?" (yes) "Is there a beach?" (no) "This is Keswick, a place in England. Is it a small village?" (yes) Error correction follows if necessary.
Teacher elicits the importance of sentence stress from students and what type of words are usually stressed.(Stressed words carry meaning). Teacher writes an example sentence from Exercise 3a on WB and asks students where the words are stressed. Model, drill and repeat chorally. Teacher instructs students about 1st listening activity; to listen to three different conversations about the three different pictures shown on OHP through PPT. Students to carefully listen and mark where the stress may be in each sentence. Teacher gives students the activity sheet to complete individually. Teacher plays 1st listening task. (R5.1) Teacher repeats listening audio again. Peer check. Whole class feedback. Show answer key on OHP for students to check.
Teacher sets 2nd listening task by instructing students to listen carefully to three different conversations. This time students to work individually to match the three conversations in Exercise 4 with the three pictures shown on OHP through PPT. Teacher checks student understanding through ICQ. Teacher plays 2nd listening task. Peer check. Whole class feedback. Teacher nominates students to share their answers. Error correct where necessary. Show answer key on OHP as students re-check their work. Teacher instructs about following task. Students to work in pairs to look at sentences in Exercise 3 again. Teacher instructs students that there are three conversations that match each place (Auckland, Keswick and Eyeries shown on OHP through PPT. Play recording (R5.2) again. Whole class feedback - elicit some answers from students. Show answer key on OHP. Error correction where necessary.
Teacher provides example response about where one would like to visit from the pictures shown on OHP to set the context. Teacher instructs students to use vocabulary from Exercise 1 and their own ideas to work in groups to discuss which place they would like to visit and why. Whole class feedback - nominate students to share their responses and reasons for it with everyone. Error correction follows where necessary.