Reyhan Torlak, 01/04/14 Dream Jobs
to develop learners' listening skills through guided activities
to teach some vocabulary to make the understanding easier
Procedure (45-43 minutes)
-talk about your dream job to get students' attention -let them work in pairs and talk about their dream jobs -monitor them while they are on task -to get a feedback, ask students to talk about their partners' dream jobs and share what they have just learned.
-pre-teach vocabulary -remember ECDW for each word -try to elicit the words by using different techniques(asking synonyms, using scenarios, showing pictures) -ask some CCQs to make sure that students understand the meanings of the words. -drill the words to give them correct pronunciation -write the words on the board to let them see correct spelling, stress of the words and their parts of speech. CCQs : Give up: 1) can people give up smoking? 2) can people give up their jobs? 3)can people give up alcohol? Furious: 1) If I say I am very furious, is it negative or positive?(connotation) 2)when do you get furious? Put on: 1)do girls like putting on weight? 2)do girls eat less not to put on weight? 3)do you do something not to put on weight? Passion: 1) Is love a passion? 2)do you have any passion? Exhausted: 1) when do students get exhausted? 2)what do you do when you get exhausted? Vineyard: 1)In Turkey, where can we see vineyard? 2)do you or your relatives have vineyard? Ruin: 1)If I say, You will ruin flowers when you touch them. Does it have positive or negative meaning? 2)can rain ruin the grapes in vineyard? 3)can having too much sun ruin your skin?
-before giving them hand-out, take one and try to explain what they are supposed to do by showing and giving clear instructions -ask some ICQs 1) How many speaker do we have? 2)are we going to match the speakers to the photos? -give them HO -ask them the names of the speakers to get them familiar with the photos -let them listen once and try to complete the task -when they are done, tell them check in pairs -give whole class feedback and try to keep it short -write the answers on the board for the following activity
-tell students to discuss the question in 2b with their partners(what problem does each speaker talk about?) -ask ICQs -regroup the students to enable them to work with different students -give enough time to discuss -monitor the students while they are on task and take some notes -get open class feedback and ask about their prediction
-give enough time to students to read the questions in 2c -give clear instructions for the activity -ask ICQ 1)are we going to write a full name or just the first letter? -do the first as an example to help them get the idea of the activity -get them listen the rest of the recording and try to focus on the task -let them check in pairs -monitor to understand whether it is necessary to listen again or not -ıf it is necessary, get them listen again -give feedback
-divide the classroom into groups with 3 students -find the pictures of different jobs and give one to each group -tell them to talk about the positive and negatice sides of these jobs and take some notes -monitor and take notes -give delayed correction on the board by writing some wrong sentences and trying to elicit the correct ones -try to see what comprehensional problems they have rather focusing on their grammar mistakes
-tell students to work in pairs -give them audio script and give enough time to find the correct adjectives -show the answers on the board and tell them to check their answers