Tom Tom

TP 8 Listening and Writing
A1/A2 Elementary level

Description

This lesson will focus around an audio about a story of someone's journey. Students will engage in some pre-listening tasks to engage and motivate them before being given the opportunity to listen to the audio. They will then complete a number of tasks that encourage them to engage with the audio at an increasingly deep level. There will then be a productive writing exercise to encourage students to draw together their learning from this lesson.

Materials

Abc WH question sheet for 3rd Listening
Abc Vocab Matching Activity
Abc Audio 3.21 and 3.22
Abc Productive activity planning sheet
Abc Word circling exercise
Abc Gist listening sentence strips
Abc Vocab eliciting sheet
Abc Picture sheet for warmer task

Main Aims

  • For students to develop their ability to listen for gist and detail within the context of travel stories.

Subsidiary Aims

  • For students to plan and write their own short story about a journey they have made using language and vocabulary from the lesson.

Procedure

Warmer (5 minutes) • Engage and prepare students for the listening by providing context and background information.

Hand out the picture sheet. Instructions- 1. Look at the pictures. 2. What happens in this story? 3. Talk to your partner. You have 3 minutes. Monitor conversation, encourage students to elaborate if they give a basic answer. Feedback- Hear some examples. Discuss any differences. 1. We will listen to what happened later.

Pre-teaching vocabulary (7 minutes) • To provide students with the required lexical knowledge to access in the listening.

Give students a matching activity to see if they are aware of the vocabulary and then elicit, check drill and write as necessary. Instructions: 1. Look at the sheet. 2. Match the words with the pictures. 3. work in pairs. You have 3 minutes. Feedback matching answers- A.1 B.5 C.4 D.3 E.2 journey E- Use the picture. Which one was this? I take a plane to go on holiday. What do we call this? C- I am driving to Ankara. Is this a journey?Y I am flying to England. Is this a journey?Y D- Drill word then sentence. eg. I am going on a journey. W- Word and part of speech. cancelled- E-Use the picture. Which one was this? I get to the airport. My plane is not going to fly. What do we call this? C- I went to the theatre. The show did not start. Was it cancelled? Y I went to the airport. The plane was 10 minutes late. Was it cancelled? N D- Drill words then sentence. eg. My flight was cancelled. W- Word and part of speech. booked- E-Use the picture. Which one was this? I bought tickets for a plane. What do we call this? C- I went on a website. I bought plane tickets. Did I book tickets? Y I phoned a theatre. I bought tickets. Did I book tickets? Y D- Drill word then sentence. They booked the tickets. W-Word and part of speech. uncomfortable E- Show the picture. Which one was this? I sit on a chair. It is hard and I don't like it. What do we call this? C- Show picture. Is this chair uncomfortable? Y I can't sleep on my sofa it is hard. Is it uncomfortable? Y D- Drill word then sentence. eg. This bed is uncomfortable. W- Word and part of speech bad mood E- Show picture. Which one was this? I am not happy. I feel angry. What can we call this? C- It's my birthday. I am happy. Am I in a bad mood?N My car broke down. It is raining and I am late. Am I in a bad mood? Y D- Word then sentence. eg. She is in a bad mood. W- Word and part of speech. Write each of these on board with the picture next to them for student reference.

First listening (8 minutes) • To get students to listen for gist.

Hand out sentences slips. Instructions. 1. Listen to the CD. 2. Put these sentences in order (gesture at sentence strips.) Provide an example, if students are unclear. Mime listening and then start to arrange slips on the board in an order. 3. Work in pairs. Feedback answers: b, a, d,c, f, e Discuss any misconceptions and correct if necessary.

Second Listening (8 minutes) • To get students to listen for particular details.

Hand out the word circling activity. Instructions- 1. Look at Task 2 A 2. Listen to the CD. 3. Circle the correct word (gesture at the sentences) 4. Work on your own. Get students to partner check before giving feedback using audio 3.22.

Third Listening (8 minutes) • To get students to engage in detailed comprehension of the listening.

Hand out the WH questions sheet. Instructions- 1. Look at the questions. 2. Listen to the CD. 3. Write answers. After listening give 2 minutes to finish writing answers then: 1. Look at your partner's answers. 2. What is the same what is different? Feedback- Get students to report back their answers and correct misconceptions. Provide answers if required. Answers: 1.He thought that the journey was terrible but he had a great time ( something similar or a feeling that conveys this) 2. Met a lot of nice people, Stayed in a five-star hotel 3. There were no more flights that day. 4. It was boring and he was very tired

Productive planning activity (6 minutes) • To get students to prepare for the productive activity.

Provide planning sheet. Instructions- 1. Think of a journey you have been on. 2. Look at the questions. Provide an example showing the way you want them to write answers on the WB. 3. Write answers. Work on your own. You have 4 minutes ICQ- Is this about your journey? Monitor student understanding and engagement. Make note of large errors or correct simple errors as seen and encourage students. Feedback- 1. Check your partners work for mistakes.

Post-listening productive activity- Free practice (8 minutes) • To get students to produce a story similar in content to the listening

Instructions 1. Use your answers ( show previous task) 2. Write a story about your journey. Provide a short example. Writing on the board and miming using the planning sheet. 3. Work on your own. You have 7 minutes. ICQ- Will you use these answers to help you? (show previous task) Monitor and discuss any small errors or make a note for delayed feedback. Feedback: Hear some stories. Error correct as required.

Plenary (If time allows) • To draw together the learning from this lesson and share reactions.

Listen to student stories then: Instructions- 1. Who had the best journey? 2. Talk in groups. Repeat for worst, most interesting etc. Monitor and encourage students to elaborate on why they think that.

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