Ekaterina Chicherina Ekaterina Chicherina

Free time.
elementary level

Description

This is a receptive skills lesson, so the stage are chosen according to the type of the lesson.

Materials

Abc a bingo game hand out.
Abc https://images.google.com viewed 02.10.2018
Abc -Board -Green, blue, red markers
Abc https://www.youtube.com/watch?v=j5VhIUpIASE
Abc Coursebook

Main Aims

  • To provide detailed and specific information listening practice using a text about away from home in the context of free time

Subsidiary Aims

  • To provide practice in vocabulary of free time activities in the context of away from home

Procedure

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

T asks what the students do in their free time, elicits sevareal activities. Then sets task to match pictures with the phrases (12 in total), each student receives 1 phrase and should match it with the correct picture on WB. Drilling phrases: go cycling, go running, go clubbing, watch sport on TV, listen to music, listen to the radio. Feedback and drilling: WC

Pre-Teach Vocabulary Stage: (5-5 minutes) • Pre-Teach Vocabulary: To pre-teach/unblock key lexis needed to help students understand the text

The students receive pictures and words that they should match together.

Pre-Listening (Part 1) (5-5 minutes) • To prepare students for the text listening and make it accessible

T sets the task to read Trevor's email and answer questions: Where is Trevor? and Who is Polly?. Then asks what they know about Cerro Paranal ( an well known observatory in Chile). Feedback: S-S, WC. T elicits some ideas and write them on the WB.

While-Listening #1 (Part 1) (5-5 minutes) • To provide students with less challenging gist listening task

T task to listen and check if their answers written on WB are correct. Feeback: S-S, WC

While-Listening #2 (Part 1) (5-6 minutes) • To provide students with more challenging detailed listening task

T get them to read and choose the correct answer ex. 2c p.32 (individually), and then the second listening takes place. Feedback: S-S, WC

Pre-Listening (Part 2) (4-4 minutes) • To prepare students for the text listening and make it accessible

T sets ex 3a asks the students' opinion 'What does Trevor do in his free time?', then in pairs they choose 6 activities from ex 1p.32( the activities from the beginning of the lesson). T elicits 6 ideas on WB

While-Listening #1 ( Part 2) (5-8 minutes) • To provide students with more challenging specific information listening task

T sets tasks to listen and check if their answers were correct, check with another partner. Feedback: S-S, WC Note: the students might need the second listening here

Post-Listening (5-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks questions: do you like the tory? do you want to be an astronomer? T sets a Bingo game, gives an example. S1: Do you play tennis? S2: I sometimes play tennis./ I never play tennis. Structure on the board: - Do you......? - I always, often,sometimes, never ......

Delayed Feedback (2-2 minutes) • To give feedback on students' output.

T writes errors and good language on WB, ss correct the errors

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