Elaine Cristina Yalcin Elaine Cristina Yalcin

TP2 - Listening - Work and Studies - Elaine Yalcin
Pre-intermediate level

Materials

Abc HO5
Abc Adapted from: English Unlimited - Ss Bk - Unit 2.1, p18, ex4a
Abc Adapted from: English Unlimited - Ss Bk - Unit 2.1, p18, ex3
Abc English Unlimited - Ss Bk - Unit 2.1, p.19, Vocabulary, ex7a
Abc Adapted from: English Unlimited - Ss Bk - Unit 2.1, p18, ex 1

Main Aims

  • To provide Ss with practice in listening for gist, specific information and detail in the context of lifelong learning

Subsidiary Aims

  • To provide Ss with practice speaking for fluency in the context of work and studies
  • To provide Ss with review and practice of vocabulary related to work and studies

Procedure

Lead-in (5-6 minutes) • To set lesson context and engage students

- Re-introduce self and greet Ss. - Project the images of the ex1 on the board. Ask Ss about the pictures. Elicit from the Ss some answers. - Project the chart image on the board (HO1) Instruct Ss. Ask two Ss to demonstrate the exercise. PW - T gives Ss HO1 and they answer the chart. General w/c FB

Focus on Vocabulary (10-12 minutes) • To prepare students for the listening and make it accessible

- Brainstorm the word: studies. Elicit some ideas from the students. Write them on the board. - PW - T projects exercise 7a on the board - (elicit the meaning before giving the HO) and gives the HO2. Duration: around 3 minutes. *Monitoring: Don't interfere but write down the mistakes from the Ss for Error Correction at the end of the lesson. w/c FB - elicit the answer from the students, DRILL each vocabulary and MARK the STRESS on the board. T gives Ss a written record of the vocabulary (with marked stress and examples) to take home - HO3

Pre-Listening (4-7 minutes) • To prepare the Ss for the Listening

- Set the context of the listening T writes on the board 'Lifelong Learning' Elicit ideas of meaning from the Ss. - Based on ex2 - T draws a timeline on the board and tells that in the past people usually, after finishing studies, just started working and that was it. Now things are changing. T tells a personal anecdote about her father, that after working for 15 years went back to the University for a degree in P.E. - T asks Ss: why do you think he did it? Why do people want to continue learning? w/c FB - Elicit some answers from Ss.

While Listening #1 (7-9 minutes) • Listen for gist and specific information

- T introduces the characters: Luis, Pierre, and Margaret. T instructs and gives the HO3. - listening ex. 3 - SOLO - PW - Ss check their answers w/c FB - elicit answers from the Ss.

While Listening #2 (6-10 minutes) • To provide students with more challenging detailed in the listening task

- Ex 4a - Instruct and ask Ss to try to answer in PW (duration: 3 minutes) Play again the listening and check the answers together with the Ss.

Post-Listening (6-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- T remembers the anecdote of her father to the Ss: he worked and was a university student at the same time. - T projects the HO5 on the board: Find someone who studies English at ITI and... Ss go around the classroom trying to find Ss who fulfill the statements. Duration: 2/3 minutes. Monitoring: don't interrupt Ss. Write down their possible mistakes to error correction. w/c FB

Feedback and Error Correction • To provide feedback on students' production and use of language.

-T writes down some good language and some errors that were heard while monitoring. Elicit the correct version from the Ss.

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