Listening Lesson - İlyas ÇETİN
To provide students with practice in listening for gist and details in the context of love.
To provide fluency by means of making the students talk, and write if there is enough time about their past experiences of love
Procedure (40-45 minutes)
Greet students. Remind them of the reading text of the lesson which they read yesterday. Then ask them some questions and try to elicit some answers to set lesson context of today (which is love) and engage students. "Do you remember why Van Gogh tried to commit suicide?" Next, ask them some more questions to engage them more and make them ready for the pre-listening part. "Do you do the same thing as Van Gogh did for your love?" "What kinds of things can you do for your love?"
Divide the Ss into groups or pairs depending on the number of the students in the class. Then, give the instruction "I'll give each pair/group a statement and you will discuss it with your friends: What does it mean? What do you understand from it? Do you agree or disagree with it?". Set the time, do the ICQs and distribute the statements to each group/pair. Later, elicit a range of answers from the whole class.
Pre-teach some key vocab before they listen to the audio for gist. Convey the meanings of the new vocab by eliciting and explaining: Hold hands - When two lovers start to go out, they do some specific behaviors showing they are in love with each other.” After I say that statement, I will use my gestures and body language to teach the meaning of the words by holding my hands. Last - Did our relationship continue for more than a week? (no) Was the duration of our relationship a week or shorter than a week? (a week) Hurt sb's feelings - Although we are close friends, she didn’t invite me to her birthday party, and this hurt my feelings. Did my close friend invite me to her birthday party? (no) Did this make me upset? (yes) Does the phrase have a positive or negative meaning? (negative) Turn upside down - I had had a very ordinary (normal) life until I won the lottery. Then my whole life turned upside down. Because I could buy and eat whatever I liked, go wherever I liked, in short I could do whatever I liked. Reciprocate - While I was at high school, I fell in love with a girl. We didn’t become lovers because I loved her but she didn’t love me. Sadly, my feelings for her were not reciprocated. Did I love her? (yes) Did she love me? (no) Did we go out? (no) Care - When I really need to buy something, I don’t care how much it costs. I just buy it. Give the Ss the instruction first "You are going to listen to three people. Find what they are talking about in general." Do the ICQs and play the audio. After they finish listening to the audio, ask them to peer check. Then elicit the answer.
Tell them they will listen to the audio one more time and give the instruction - "you are going to listen to three people again. This time please listen to them more carefully and complete the chart by answering the questions". Do the ICQs and distribute the hand-outs. Get the Ss to read the questions in the table so that they know what to listen for. Play the audio. After the audio finishes, ask the Ss to peer check and discuss their answers if they are different. Show the answer key on the smart board for the Ss to check the answers.
Get the Ss work in small groups and give the instruction "I'll give each group two statements and you will discuss about them." Set the time for 4 mins and do the ICQs. Before distributing the hand-outs, convey the meaning of "well-suited" by explaining and through synonyms and then distribute the hand-outs to the Ss. After the group discussion, elicit a range of students' ideas and get them share their ideas with the whole class.