Ross Ledford Ross Ledford

Life Stories listening and speaking lesson.
Elementary level

Description

In this lesson students will practice and learn correct use of the past simple tense through guided discovery based on Life stories of famous people from the past. There will be controlled listening practices and also a free production speaking exercise at the end. We will also introduce some new lexis based on the context and some brief work on pronunciation. I have adapted lesson to contain several Turkish events and past celebrities to further engage and interest the students as well as show cultural awareness.

Materials

Abc HO #2
Abc White Board (WB)
Abc Visual Aids - Lexis
Abc Sheet with WiFi name and password printed on it
Abc Laptop
Abc HO #1
Abc Cutting Edge CD Rom

Main Aims

  • By the end of the lesson students will have practised their ability to listen for gist and detailed comprehension in the context of Jackie Kennedy Onassis' life story.

Subsidiary Aims

  • By the end of the lesson students will of had fluency practice in the context of an amazing life story.

Procedure

Introduction (2 minutes) • To set lesson context and engage students

Ensure Ss are seated appropriately for GW and PW with an even mix of stronger and weaker students. Welcome Ss to class. Introduce myself to any new Ss who may have joined. Ask new Ss to make name signs. Introduce topic "Life stories". Distribute HO #1.

Exposure (6 minutes) • To provide context for the target language through a text and pictures about Jackie Kennedy Onassis' amazing life and to activate schemata. To highlight and To draw students' attention to the target language through a text about Jackie Kennedy Onassis. To introduce a small amount of new lexis.

Focus Ss attention on the pictures on page 2 of the HO but not to read the extract. Ask students if they are familiar with the pictured people. Try to elicit the word amazing. (something very good, very pleasing or wonderful) Clarify meaning. Ask CCQs is this chair amazing? Is Ayasofya amazing? Ask Ss to tell me a person who has had an amazing life. Vocally model and drill. Write amazing on WB highlight stress. Try to elicit the word icon (a very important and well known person). Show VA of Nusret and ask is this an icon of food? Show VA of "my hero" Cuneyt arkin. Ask is this man an icon of film? Ask Ss for another example of an icon. Vocally modal and drill Write icon on WB. Try to elicit word tragedy. (when something very very bad happens) Show VA of 9/11 ask is this a tragedy? Show VA of Aysen Gruda and ask was this a tragedy? Show VA of a wedding and ask is this a tragedy? Ask Ss for an example of a tragedy. Vocally modal and drill. Write tragedy on WB and highlight stress. Ask Ss to read text about Jackie Kennedy Onassis below pictures. Ask Ss to feedback who is pictured. Confirm who is pictured.

Activity 1 Clarification and controlled practice (10 minutes) • To clarify the meaning and form of the target language *past simple" in the context of a controlled practice listening exercise on the life story of Jackie Kennedy Onassis.

Try to elicit word joke. Clarify meaning CCQs Show VA of Cem yilmaz and ask if this man tells jokes. Show VA of Kemal Sunal and ask if this man tells jokes. Do we make or tell jokes for fun? Vocally modal and drill. Write joke on WB. Ask Ss to turn to page 3 of HO #1 Ask Ss to focus on the verbs in the table and discuss meaning in pairs. Ask Ss in pairs to try to fill the gaps in the 6 sentences below but not to worry if they can't answer them all because we will look at it again in more detail later. Ask Ss to compare answers and discuss in pairs. Tell students we will now listen to an audio and they must individually try to fill in the gaps in the same 6 sentences written below the original ones. Play audio 7.5 Monitor and play again if necessary. Ask students to compare and check answers in pairs. Nominate students to write answers on WB. Try to elicit what the difference between the 2 verb forms shown in the table are. (past/present). Try to elicit why we only used past form (because Jackie died so we can only talk about her life using the past form).

Activity 2. Controlled Practice (10 minutes) • To concept check and prepare students through a controlled practice listening exercise for more meaningful free production in the context of life stories.

Ask :: to turn to page 4 of HO #2. Ask Ss to read the 8 sentences about events in Jackie's life. Explain we will listen to another audio recording about Jackie Kennedy Onassis' life and students must put the events into chronological order by putting numbers into the box on the table. Explain students must ignore the date column. Point out the first and last ones are done as an example. Ask ICQs what was the first event? what was the last event? Play audio. Monitor participation and play again if necessary. Ask Ss in pairs to compare answers. Nominate feedback. Clarify answers. Explain we now listen to the audio again and this tine students must write the date that the events happened into the relevant boxes on the table. Explain they only need to write the year that it happened. Monitor and play again if necessary. Ask Ss to check answers in pairs. Nominate feedback.

Free Practice (17 minutes) • To provide students with free practice of the target language during a writing and speaking activity in the context of a friend, family member or famous person of their own choices amazing life story.

Distribut HO #2 Ask Ss to turn to page 1. Explain I have used Ataturk as an example as he had an amazing life. Ask Ss to read the example sentences describing events in Ataturk's life story. Explain this is an example modal for the next activity. Ask Ss to feedback any other big events in his life. Ask Ss to turn to the final page of HO #2. Point out the sentence prompts written at the top of the page. Explain that students are free to use these prompts and/or any other ideas they have to prepare a short speech about somebody they think had an amazing life. It can be written in note form. Point out it can be a friend, family member or a famous person. Point out they can use their telephones to look up facts online if they wish. Stick sheet with wifi name and password onto WB incase Ss need it. Give students 5 minutes. Circulate and monitor assist as necessary. Arrange Ss into small groups and ask them to tell the other members of the group about their chosen persons life story. Tell Ss to take brief notes about the other group members chosen person. Arrange Ss into pairs but partners must not be from the same group. Ss must tell their partner about their own and the other group members chosen person's life stories. Circulate and monitor. Nominate for feedback. Thank Ss for attending,

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