Teaching Practice 4
Elementary (A1/2) level

Description

In this lesson, students develop their listening skills for specific information through a documentary about the White House. They also expand their vocabulary and speaking skills on the topic of parts of a house. The listening section starts with a prediction task in which groups answer general questions about the White House. This is followed by ordering and gap-fill activities and then concluded with a discussion question. Next, students watch a video of a house tour to elicit the names of rooms. After clarification, the vocabulary is consolidated with a matching activity followed by productive practice of the TL through a speaking activity.

Materials

No materials added to this plan yet.

Main Aims

  • To enable students to practise their specific information listening skills using a documentary about the White House.
  • To provide practice of vocabulary related to parts of a house in the context of a documentary on the White House and a video house tour.

Subsidiary Aims

  • To provide fluency speaking practice in a brief conversation in the context of visiting the White House.
  • To provide accuracy speaking practice in an interview in the context of home activities in different rooms.

Procedure

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

T displays a picture of the vertical cross-section of a house to elicit the names of all the different rooms. T provides repeated practice by pointing at the rooms (in random order) until the class can identify them confidently in a loud chorus.

Pre-Listening (8-8 minutes) • To prepare Ss for the recording and make it accessible

T shows a picture of the White House. "What do you see?" T uses a picture to elicit the meaning of 'public visit'; checks understanding with CCQs and examples. In groups of 3, Ss predict/answer general questions about the White House on A3 print-outs on the wall. The focus is on generating interest in the topic, not on getting the correct answers. Ss who finish can walk around and read the other groups' answers. T praises good language use but otherwise monitors silently.

While-Listening (10-10 minutes) • To provide Ss with one simple and one challenging specific information listening task

Ss have 1 min to read exercise 2. T starts the recording and the class solves #1 together. T rewinds and plays the whole recording once. T's position is sitting down in the front centre. Repeat for exercise 3. Ss check answers in pairs or groups. If necessary, play the recording a final time. Nominate S to board the answers. Encourage class to agree/disagree. If Ss disagree with a correct answer, ask them to justify their answer.

Post-Listening (3-3 minutes) • To provide Ss the opportunity to respond to the recording

T presents the question: Would you like to visit this famous house? T clarifies understanding by eliciting a phrasal verb for 'visit' (go to). Ss discuss with the person in front of them for 1 min. T nominates Ss to share their partner's answer.

Vocabulary Clarification (7-7 minutes) • To introduce/review the lexical set related to parts of a house

T shows a sped-up video tour of a house (http://bit.ly/2oDHKQl). Ss call out the names of different rooms as they see them. T shows pictures of different rooms to recap names and check understanding. ("Are these words verbs, nouns or adjectives?") Choral and individual drilling. T highlights spelling, word stress and difficult phonemes on the board.

Controlled Practice (5-5 minutes) • To consolidate the vocabulary through a matching exercise

Two strong Ss demonstrate number 1 of a matching activity. Ss complete the activity individually. Ss check answers in pairs. T nominates Ss for w/c FB.

Semi-Controlled Speaking Practice (5-5 minutes) • To practise producing the TL by asking and answering questions

T demonstrates question #1 of speaking activity with a strong S. Ss have 1 min to prepare their answers. Ss have 4 min to mingle and ask as many peers as possible. T monitors unobtrusively and notes down examples of good and bad use of TL.

Delayed Language Feedback (5-5 minutes) • To deal with Ss' output in speaking activity

T nominates Ss to share their peer's answers. T boards examples of good and bad language output. In pairs, Ss decide which is correct as well as possible corrections. T boards Ss' suggestions and encourages self- and peer-correction.

Flexi-stage (0-0 minutes) • To provide additional productive practice in case of extra time

Ss repeat the speaking activity using the corrected language. Ss ask their own questions, e.g. "Where do you read? Where do you relax?"

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