TP 8 Listening and Writing
A1/A2 Elementary level
For students to develop their ability to listen for gist and detail within the context of travel stories.
For students to plan and write their own short story about a journey they have made using language and vocabulary from the lesson.
Procedure (50 minutes)
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.
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.
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.
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.
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
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.
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.
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.