Ceren Ceren

Looking Good, TP6
Elementary level

Description

In this lesson, ss focus on listening skills. The lesson starts with lead-in and Ss discuss in pairs the ideas of beauty. Ss learn new vocabulary in the pre-listening stage and the teacher uses ECDW method while teaching and T uses pictures to elicit. At first, Ss listen to audio 3A (8.4) for gist. After that T tries to elicit what the programme is about. Ss listen to the audio 3C (8.5) only ones to find "Which film stars do the people like?" T elicits the answers from Ss. T gives the task 3D before the students listen to audio for specific information. Ss listen to the audio to complete the table and the Ss compare their answers in pairs. As the last time the students listen again to the audio for information they check their answers in pairs. At the end there is a mingling activity as a freer practice in order to improve students productive skills.

Materials

Abc Overhead Projector
Abc Handouts
Abc Eales, F - Oakes, S, Speakout Elementary Student's Book. Pearson
Abc Whiteboard
Abc Speakout Elementary Active Tech DVD

Main Aims

  • To practice Ss' skills -both listening for the gist and listening for specific information in the context of looking good.

Subsidiary Aims

  • By the end of the lesson, Ss will have chance to speak in the related context of the lesson.

Procedure

Stage 1 (Leading) (4-5 minutes) • To get Ss ready for the lesson

- T shows pictures of men and women. (T-S) - T asks the ss what do think why they are handsome/beautiful? Do you like women with blond hair or dark hair? Do you like men with beard? (S-S) - T elicits the answers. (There are no right or wrong answers.) (WC)

Stage 2 (Pre-teach vocab) (4-5 minutes) • To teach vocab before listening the audio

- T teaches new vocab with "ECDW" method. T uses pictures to elicit, asks CQs, drills and writes on the board. - T elicits vocab (Height, build, beard, slim) CQs Height: What's the height of the classroom? 2 meters. Build: Does Kıvanc Tatlitug strong and muscular in build? Yes. Beard: Do girls have a beard? No. Do boys have a beard? Yes. Slim: Is Azra Akin slim? Yes.

Stage 3 (Listening for gist) (2-3 minutes) • To let ss to listen for gist

-T gives the instructions and then the folded HO's. -Ss listen to the audio 3A (8.4) only ones for gist. (audio 40sec) (T-S) -T tries to elicit what the programme is about. (WC)

Stage 4 (Listening for detail) (5-6 minutes) • To let ss to listen for specific information

-T gives the instructions for the ex 3C and then the ss open second part of the HO. - ICQ's Do we write the film names? No. Do we write the names of the stars'? Yes. -Ss listen to the audio 3C (8.5) only ones to find "Which film stars do the people like?" (audio 03:07 min) -T elicits the answers from students and shows the stars on the board.

Stage 5 (Listening for detailed information) (15-16 minutes) • To let ss to listen for detail

- T gives the task for ex. 3D and the Ss open the last part of the handout. - Ss take a look at the table to have an idea. - Ss listen to the audio 3D (8.5) to complete the table. (audio 03:07 min) - Ss work in pairs to compare their answers. (T monitors and takes notes for delayed FB.) - Ss listen to the audio again to check their answers. - Ss check their answers in pairs. (T monitors and takes notes delayed FB.) If all the answers correct T takes good answers and shows them on the board as an example and T asks why did you chose this answer? If there are wrong answers T writes them on the board or asks the ss verbally to help them to find the mistake.

Stage 6 (Freer activity) (9-10 minutes) • To provide freer activity to the ss in order to practice productive skills

- T asks ss "What do you do to look good?" - T gives examples from her life. (I take a shower, I brush my teeth, I do my hair, I put on make-up, I wear accessories etc.) - Ss go out and mingle and try to find out what does your friend do to look good? - T monitors and takes notes for delayed FB. - T elicits the answers from the Ss and corrects if there are any mistakes or if there are not mistakes T takes some of the good examples to show.

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