Copy of Amean Mohammadi TP6
Beginners A1 level
To provide gist, specific information, detailed and deduction listening practice using a text about Pablo Picasso in the context of people's lives
To provide fluency speaking practice in a discussion in the context of people's lives in addition to a short reading for specific information task
Procedure (30-51 minutes)
T points to the picture of Picasso on the W/B. T elicits his name and writes it on the W/B. T tells the students to get up and look at the pictures of the paintings of Picasso around the room and furthermore to find one that they like the best. (The pictures will have numbers so that the Ss can refer to them. Once the Ss have seen all of the pictures, they will take their seats. T puts them in pairs and asks them to talk about their favorite painting with their partners. Their will be questions on the W/B to guide them in having a meaningful discussion. W/B: What do you like about this painting? Why is it your favorite one? Where would you put it in your house?
T gets their attention and asks them to say what painting their partner likes the most and why. They will use he/she likes and there might be some hot correction at this point.
T divides the W/B into to halves and it will read: what you know about Picasso on one side, and what you think you know or you are not sure on the other side. T asks: what do you know about Picasso? As Ss respond, T filters the information by putting it on the appropriate sides. Every student will be encouraged to say something. At this stage, if the students are not responsive, they will be put in pairs to speak more comfortably.
T tells the Ss that they will listen to man and a women talk about Picasso. T says they don't have to understand every word and they should just listen. T writes on the W/B: listen and tell me if you think they are right or not. ICQ: Do you need to understand every word? (no) ICQ: Will you write? (no)
T puts them in pairs and tells them to discuss their answers. T sets 2 minutes for this task. ICQ: how much time do you have? (2 minutes) ICQ: will you write? (no)
T puts an example gap filling question on the W/B. W/B: what ___ ____ know about Picasso? T demonstrates the fact that they have to listen and fill in the gaps. ICQ: will you fill in the gaps (or do to this, pointing at the example) after you listen? (no) T gives HO1.
T writes the questions on the W/B with the gaps. T tells 4 of the Ss to come up and fill them in. WC check and confirm.
T draws a table identical to the one they are about to get on the W/B. T tells them they have to listen and answer the questions at the same time. T highlights the key words (when/she/born) on the example he has written on the W/B. T elicits what type of answer they will be looking for. ICQ: will you write after you listen? (no) ICQ will you write when you are listening? (yes) T gives HO2 and gives the students time to read the questions and highlight the key words.
T puts them in pairs and tells them to check their answers together. T writes the answers on the W/B (one by one) so that they can be sure as they are checking with their partners.
T tells the students that now, they will read about Picasso's true story. T asks them to find the same information they listened to. ICQ: what will you look for? T elicits: when was he born? when did he die? where did he live? T gives HO3 Early finishers are told to check with their partners.
T sais: So? Ss will give out facts. If they do not, T guides them in doing so.
T says that the Ss have to be in groups of 3-4. T tells them to talk about other famous people who are now dead. If there is sufficient time, T will group them. If not, T will join the pairs with other pairs. As they are discussing, they will be encouraged to talk about the same type of information they listened to and read about. (T puts the same questions they answered about Picasso on the W/B)