Farah Farah

Listening and Vocabulary
Intermediate level

Materials

Abc large print hanouts, enlarged photos, copy of 5 questions from the book

Main Aims

  • In thıs lesson, students wıll be talkıng about Mi-Sun/Emıly and Rafael`s childhood upbrıngıng usıng the memory tıps they learned ın prevıous lesson and to recall what they remembered from the audıo about Mı-Sun/Emıly and Rafael`s upbrıngıng. They wıll use different vocabulary to better conversate about theır childhood upbrıngıng. Students wıll compare theır childhood upbrıngıng to Emıly and/or Rafael`s childhood upbrıngıng towards the end of class.
  • To provide detailed listening practice using a text about Childhood and upbringing in the context of family

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of family
  • To provide fluency in speaking using more vocabulary by using dictionary or getting the meaning from the context.

Procedure

Warmer/Lead-in - I will have students describe my childhood and upbringing. (3-5 minutes) • Students describe Emily's and Rafael's childhood upbringing.

I will have students observe me and describe my childhood upbringing. Then I will have students observe 2 enlarged photos of Emily and Rafael to describe their upbringing. They possibly mention different topics. Citation: Sarah Cunningham (handouts)

Listen to Mi-Sun/Emily and Rafael's upbringing audio clips. (10-12 minutes) • To prepare students for the text and make it accessible

- Students will listen to Emily and Rafael's childhood upbring audio clips. - I will have students elicit "Permitted and insisted" in PW, if they did not get it. I will have them do the Check, Drill, and finally Draw it. - I will pass out list of things they were permitted or not and list of things they insisted on (one for each Emily and Rafael) students will work in pairs to answer those questions.

Topics remembered about Emily and Rafael. (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Students will write individually about anything Emily and Rafael's childhood upbringing and make a list. -Students will discuss in pairs to add or eliminate from their list. - Students will share what their partner remembered anything about Emily and Rafael's childhood upbringing.

Check the definitions of the vocabulary in the dictionary to further enhance their understanding and collaboration. (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Students will work on a worksheet. They will check vocabulary definitions in the dictionary. - I will write an example on the board for demonstration and clarification. - Students will write M or R for Mi-Sun/Emily or Rafael.

Discuss vocabulary to to explain the questions. (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- I will write an example on the board for clarification of the instruction. - Students will get in pairs to discuss the 2 questions (Was your upbringing more similar to Mi-Sun/Emily's or Rafael's? In what ways?) (How will/do you bring up your children? Is this different from your upbringing?)

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