Elementary, A1 level
To provide students with practice in listening for gist, specific information and details in the context of holiday travelling experience of a family by their car.
To provide students with practice in speaking for fluency.
Procedure (39-45 minutes)
I'll greet the students. I'll start a warm conversation with the students in the context of daily life and how they feel nowadays. Then, in order to set the context of the lesson and link this lesson to the previous one, I'll ask them some questions such as "how are you feeling nowadays?", "Is it because we are on holiday?", "how do you feel when it is a holiday?" and "how do you feel in other situations like travelling?". I'll ask for the students' opinions and elicit some answers from them. By this way, I'll link the topic to the listening audio to be able to do a smooth transition.
Then, I'll tell them that "we have a family here (showing the pictures and the related part in the book) called The Carter family. They are on holiday in Ireland. You will work in pairs. Please look at the pictures and discuss what is happening with your partner. You have 2 minutes." I'll do the ICQ by asking the question "what will you do?" and set the time. Then, I'll give them the handouts. While they are discussing, I'll monitor them. After their time is up, I'll get their opinions to elicit the vocabulary that I'll pre-teach. Turn on (phrasal verb) /tɜːn ɒn/ : I turn the radio on. Is the radio working now? (yes) Can I hear music from the radio now? (yes) careful (adj) /ˈkeə.fəl/ or /ˈker.fəl/ I'll convey the meaning of this collocation by explaining. "We say it when somebody is in a risky, dangerous or important situation. For example; while we cross the street". worry (v) /ˈwɝː.i/ I'll convey the meaning of this collocation by explaining. "We say it when we want to say something is not important. For example; when you fail in a test, your friend can say "don't worry! You can pass it next time"." After I convey the meaning of each vocabulary, I'll clarify all aspects of them such as the stress, intonation by drawing on the board. I'll model and drill them both individually and chorally. Then, I'll tell the students "Now work in pairs. Please look at the pictures again and try to predict the order of the events. For example, which event do you think happens first? What is the second event? You have 1 minute to discuss". I'll do the ICQ by asking the question "what will you do?" and set the time. When they finish the task, I'll elicit some answers from the students. In the end, I'll tell them "Let's see if your answers are correct or not" and go to the next part.
I'll tell the students "now you'll work individually. Llisten to the audio and number the pictures in the right order". I'll do the ICQ and play the audio. When the recording is finished, I'll ask them "do you want to listen to it one more time?". If they say "yes", I'll play it again but if not, I'll tell them "please check your answers with a partner next to you". After they check their answers, I'll elicit the answers from the ones who are volunteers.
I'll tell the students that "now work individually. These are the dialogues (holding and showing the sheets in my hand) between the family members in the listening audio. There are some blanks in each dialogue and you'll complete the blanks while you are listening to the audio". I'll do the ICQ and give them the handouts. Before they start to listen to it, I'll give them 1 minute to read the dialogue and understand what they need to do in the task. Then, I'll play the audio. When the audio finishes, I'll play it again. When they finished listening to the text twice, I'll ask them "do you want to listen to the audio again or is it enough?". If they say "yes", I'll play it again but if they don't, I'll tell them "please check your answers with your partner quickly". When they finish checking their answers with their partners, I'll elicit the answers by nominating every student one by one.
After they have completed the task in the while-listening stage, I'll tell the students "do you want to know the end of the story?" to arouse the interest and get them interested and ready for the detailed listening task. But before we listen to the end of the story, I'll tell them that "now please tell me your opinions about the end of the story. What do you think happens in the end?" I'll elicit as many answers as I can from the students. Then, I'll tell them that "now let's listen to the end of the story. Please listen to it carefully and tell me the two problems the family have?". I'll do the ICQ and play the audio twice. After they listen to the audio twice, I'll ask them if they want to listen to it one more time. If they do, I'll play it again but if they say "no", then I'll say to them "please check your answer with partner next to you". After they check their answers with their partners, I'll elicit the answers from them. And I'll try to get more information about the end of the story from the Ss as much as I can by asking further questions.
I'll tell the students that "Let's do some speaking. Now you will work in pairs. You will ask questions to each other such as "Do you like travelling? Why (not)?", "How do you prefer to travel? (by car, bus, plane etc.) Why?, "How do you usually feel while you are travelling?", "What kind of things do you usually do while travelling? Why?", "What do you usually do when you are bored while travelling?", "Do you have any problems while travelling? What are these problems? What do you do about them?" and answer them. Get information as much as possible. You have 6 minutes". Then, I'll do the ICQ by asking "what will you do now?" and set the time. I'll give them the handouts. I'll monitor them while they are speaking to their partners. I'll take notes to give feedback if they make any major mistakes such as pronunciation, grammar etc. When they finish the task, I'll elicit some of their opinions about the questions in front of the whole class. I'll give feedback for any major mistakes they have done in the free practice stage by writing on the board.