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Listening & Speaking Exercise through the context of special days
Elementary level

Description

In this lesson, I pre-teach some vocabulary related to special days. Students do a listening activity about two parents trying to decide what to buy as a birthday present for their daughter. Then students do a productive activity at the end to use the related vocabulary.

Materials

Abc Coursebook
Abc Powerpoint by Teacher

Main Aims

  • To provide gist, detailed and specific information through the context of special days

Subsidiary Aims

  • To provide accuracy and fluency through the context of special days after the listening exercise

Procedure

Warmer/Lead-in (10-11 minutes) • To set lesson context and engage students

Show a picture of a birthday party and ask them "what do you see in the picture?" - Have Ss discuss what they see for a minute with a partner and elicit "birthday party, SPECIAL DAY". Direct Ss to Ex. 1 on page 28 and have them match the special days 1-5 to pictures A-E. Have them check in pairs and while giving w/c feedback, ask the pair why they thought it was the correct answer (encourage them to show you proof from the pictures) Pre-teach "birthday present, a (birthday) card, an MP3 player, a book, a DVD". For this, project a mini powerpoint presentation with the pictures of these items and their names appearing below.

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

Get Ss to look at the picture on p. 29 of Chris and Louise and give them some questions . Who are they? Where are they? What are they doing? Give tip: "They have a friend. Her name is Sophie. There is a special day about Sophie". Put them in pairs to discuss these questions for two minutes and then get w/c FB. Elicit that they are married and they are talking about their friend Sophie's birthday.

While-Listening #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Have Ss guess what Chris and Louise decide to buy for Sophie and ask Ss why they think that way. For this, you can pair them up with a new partner to work. For feedback, throw a paper ball to a pair and hear their answers. Have that S throw the ball to another pair and that goes on for a few pairs FB. Have Ss do the listening and answer the question in Ex. 8a

While-Listening #2 (4-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

In Ex. 8b, change the third sentence as "Louise has got / hasn't got a birthday card for Sophie" as the original version can cause some confusion. Have Ss read the sentences before they listen to the dialogue. Ss listen to the dialogue and circle the correct answer. Ss check their answer with a partner. Do w/c FB.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell Ss "Imagine it's your best friend's birthday next week! What do you do? or what do you buy? why?" Give them 3 minutes individually to prepare for that. Monitor and help Ss. Have them stand up and make a line with As on one side Bs next to them. Ss share their ideas with each other face to face. One line stands stable and the members of the other line take turns until everyone has shared their ideas with each other. If time, after they sit down, throw the paper ball at one S to hear his/her answer and that S does the same to a classmate to hear his/hers.

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