Amanda Robinson Amanda Robinson

Teaching Plan No.4b - Listening for Specific Information
Beginner 1 level

Description

In this lesson students will practise listening for 'specific information' in the context of food and eating habits from CDs. They will and learn and practise (eliciting, drilling, stressing and WB associated vocabulary, and be given Handouts to complete relevant exercises, one of which will be an Eating Habits Survey. After the survey, and if time permits, the students will mingle and ask each other the questions in the survey, practising their productive 'speaking' skills.

Materials

Abc Handout 1 - Making Questions with the Words
Abc CD - Track 2.2
Abc Handout 2 - Eating Habits Survey
Abc Handout 3 - Answers to Eating Habits Survey
Abc CD - Tracks 2.1

Main Aims

  • Listening for Specific Information

Subsidiary Aims

  • Vocab and Listening

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Tell the students, that in today's lesson they will be practising their 'listening'. To set the context, show the students some pictures of food, and open up discussion by asking the them what they think some of the items are, but wait for the students to offer this information. Draw a 'time-line' on WB with 'Breakfast _________Lunch__________Dinner' to help the brain-storming.

Vocabulary Check (5-8 minutes) • To Further Practise Vocabulary

Next, the Teacher plays a track 2.1 from the CD to the students, and they listen and repeat the 'food' words. Any further words that are elicited from the 'listening' exercise are written on the WB, along with the vocabulary already elicited in the warm-up exercise.

Controlled Practice/Feedback (8-10 minutes) • Feedback on the Students' Understanding of the Introduced Vocabulary/Adverbs/Verbs

The Teacher writes four gap-fill sentences on the WB, and asks individual students to come to the board and fill in the gaps with the appropriate 'food' words. E.g. 'I often have _______ for breakfast'. The Teacher asks CCQs to check the Students' understanding of the adverbs 'often', 'usually', etc., which have been covered in an earlier lesson, and tests the Ss' understanding of the usage of the verb 'to have' in relation to eating or drinking, e.g. 'I have coffee = I drink coffee', and 'I have fish = I eat fish'.

Semi-Controlled 'Writing' Practice (8-10 minutes) • To practise productive 'writing' skills, using the vocab to make meaningful questions.

The students are given a handout with 'words', and asked to add appropriate wording to make six different questions, e.g. 'What time / have breakfast?

Speaking Practice (8-10 minutes) • To practise 'speaking' by using the questions.

The students are asked to work in pairs, asking and answering the questions in the previous exercise. The teacher will give the students an example of a question and answer on the WB - e.g. Q: What time do you have breakfast? A: I have breakfast at ...... Q: What do you have for lunch? A: I have ............

'Reading' and 'Listening' Practice (10-12 minutes) • To test the Students' 'Listening' skills, and Comprehension

The students are given a handout of a survey on Eating Habits and asked to work in pairs, and guess what the missing words are. The teacher plays track 2.2 from the CD so the students can check their answers. The teacher plays the track again, and this time asks the students to match the answers to the questions.

Speaking Practice (3-5 minutes) • To give students further practice in speaking.

If time permits, the teacher will get the students to mingle, and ask each other the questions from the survey.

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