Kevin O'Grady Kevin O'Grady

Listening and vocabulary: Childhood and upbringing
Intermediate - Unit 2 level

Description

In this lesson, students will listen to a text of two people discussing what their childhold was like and what their parents permitted them to do or insisted they do. The lesson will introduce used to and would which will be discussed further in another lesson. Vocabulary related to upbringing and childhood will also be taught.

Materials

Abc Course Book Material
Abc Audio Recording Text

Main Aims

  • To provide listening practice using a text about Childhood and upbringing in the context of past tense and what they and their parents used to/would do

Subsidiary Aims

  • To provide clarification on vocabulary associated with parental behaviour and reactions to behaviour (e.g. punished, ashamed, encouraged, criticised, confidence, praised, respect, got angry)

Procedure

Warmer/Lead-in (2-2 minutes) • To set lesson context and engage students

I will discuss briedly about who I am and what my childhood was like and introduce the listening exercise of two people discussing their childhood as a way to get to know each other better. One person in the conversation is from a Korean family and the other person is half-Spanish and half-British.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

Question: How do parents get their children to do things? They set rules What is permitted? What is not permitted? What is insisted on/must you do? Write on white board - checkmark, not allowed symbol and exclamation point. Ask students for examples of rules parents could make Possible difficulty - Students don't understand vocabulary or permission or are unable to give examples

While-Reading/Listening #1 (12-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Play the audio recording and ask students to identify what Rafael and Mi-Sun's parents permitted, didn't permit and insisted on. Play audio 1-2 times - 2-5 min Students will listen to recording and try to answer independently S - 2 min to review Put students into groups of two to compare answers S -S 3 - 5 minutes Check answers with students - T-SSS 2 -3 min

While-Reading/Listening #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will complete task 4 and identify who says what things in the recording. Play the audio recording a third time for deeper specific meaning - 2 min In groups or two or three have students discuss if Mi-Sun or Rafael said each line S-S - 5 - 7 min Correct with class - Student will read sentence and identify the speaker T-SSS 3 - 5 min

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students will discuss in pairs - was your upbringing more like Mi-Sun or Rafael? In what ways? Will you bring up your children or are you bringing up your children the same way? What would you do differently? S-S - 3-5 min Potential problem - student does not want to discuss traumatic childhood. Encourage student to speak in general terms and not about specific pain caused. If time permits or additional exercise - have student explain to the class how their partner's childhood was like and how their parents used to treat them. 4-5 min

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