Gözde Demirel,TP5b Listening & Reading
Elementary, A2 level
To provide gist listening and specific information listening practice using a text about the businessman and the fisherman in the context of " the meaning of life"
To provide reading practice using the introduction to the story of " The businessman and the fisherman"
Procedure (45-41 minutes)
-T starts the lesson by introducing herself again and then asks the students :" What's my job? What do I do?" and then ask them to tell theirs. - T projects two pictures ( a businessman and a fisherman) and ask the Ss : " Who are they? ", " What do they do ?", " Are their lives different? "
T pre-teaches some of the words from the text to make it easier for the students to understand it and be able to do the tasks. First, she tries to elicit the answers from the Ss, but if they do not seem to be familiar with the word, T gives the definition, asks CCQs,drills, writes the word on the board and shows the stress. " fishing village, tuna fish, take a siesta, advice, bored " "Fishing village" T shows projects a photo of a fishing village and asks: " Is this a big city? (No) " Look at the houses, Can you see any high buildings? " (No) " Look at these, Are they boats?" (Yes) " Do you think people earn money by fishing here?" (Yes) So this is not a big city, and it is smaller than a town, we call these places " fishing village" CCQs: IS Urla a fishing village? (Yes) Is it bigger than a city? (no), Is it in the centre? (no), Do people earn money by fishing? (Yes) T shows the picture of the tuna fish and asks the student whether they know this fish and then shows the famous canned tuna fish brand and asks again: " Do you know this brand?" (Yes) " What is in this can?" (Fish) " Do you know the type of this fish?" (If not, teacher fives the definition) " tuna fish: a large fish that lives in warm seas and added in salad or pasta" CCQs: Is it a big or small fish? (big), Can you add tuna fish insalad? (Yes), Is " Dardanel " a canned tuna fish brand? T shows a picture of three people taking siesta and asks: " What are these people doing? " (Sleeping) " Are they sleeping in bed or under a tree?" (under a tree) " Are they sleeping in daytime or at night?" (in daytime) " Do you know what this is called? ( If not, T gives the definition) Take siesta = resting or sleeping after lunch time especially in hot countries. CCQs:Does it mean sleeping? (Yes) Do people Turkish people have siesta while working? (No), Do people take siesta after breakfast? (No, after lunch) T gives some examples of advices : " My mom always has something to say. when it's rainy she says: "You should take an umbrella, it may rain " or " Listen, you should sleep on time, you have an exam tomorrow." and asks " What does my mom do?" (ıf no answer T gives the definition: Advice = an opinion that someone gives you about what you should do) T shows the picture of a child who is bored and asks : Does smile? (no), Does she look happy? (No), How does she feel? (bored). T uses gestures to imitate it. CCQs:Do you feel happy or unhappy when you are bored? (unhappy), Is it a positive or a negative feeling? (negative)
T tells students that they are going to read the beginning of the story of "The Businessman and the Fisherman" and will answer the questions. T gives the Ss the handouts and allows them some time to work on it. T monitors and takes notes if there are any mistakes( with the past forms of the verbs maybe) When they are done, they check their answers in pairs. The teacher nominates Ss to answer the questions and corrects the errors on the spot by using peer-correction or using hand gestures to indicate past.
T tells students they are going to listen to the conversation once. They should listen and then tell : " Who has the best life?". T plays the audio and monitors the students to see if they can understand what the audio says. When finished, T asks them to tell their pairs their ideas and then nominates Ss from pairs to answer.
T shows the handout to the Ss and tells them that these are true/false sentences about the audio. She gives the HOs and gets them to read the sentences before listening.When they are ready T plays the audio, Ss listen for the answers and T monitors the Ss and takes notes of the sentences they had difficulty answering. When finished, T tells Ss to compare their answers. Once they have compared, T plays the audio again to let them chech their answers. T continues monitoring to see if there are still some sentences that Ss could not answer and gives delayed feedback.
T pre-teaches " moral " and " what matters". For " moral ", by giving the example of children's story " The Pinocchio". She quickly tells what happens in the story and what lesson the Pinocchio learns at the end and tells the Ss that moral of a story means " the main lesson of the story", then asks CCQs: Do some stories have a moral? (Yes), Is it for giving a lesson ? (Yes), Does the story " The Pinocchio" have a moral ?(Yes, lying is bad) For " what matters" she explains that " what is really important ". " What do you think? " T projects the questions on the board and divides the Ss into two groups, gives each group a question: Group A: " Do you think the fisherman follows the businessman's advice? " Why? Why not? " Group B : " What is the moral of this story? "/ " Money makes the world go around", " Understand what really matters in life.", " Don't listen to other people's advice.", " Work more, earn more!" While Ss are discussing, T monitors, does not interfere but takes notes of good and bad sentences. Activity goes on as long as Ss are discussing. When finished, T gets each group to tell what they think to the other group. T monitors and gives delayed feedback.