Zahra Koolivand Zahra Koolivand

Listening for gist and detail
Elementary, A1-A2 level

Description

In this lesson, students will learn to do gist and detailed listening practice and learn about some vocabularies related to jobs.

Materials

Abc Audio tracks
Abc white board
Abc Job cards
Abc pictures
Abc coursebook

Main Aims

  • To provide gist and detailed listening practice using a text about his job, her job game in the context of career

Subsidiary Aims

  • To provide review and clarification of jobs words in the context of career

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

* T puts the pictures on the board. * Ss will be divided into 3 groups and T gives each group Job cards * Ss have to talk, decide and match their words with the related picture on the board. ICQs: Are you writing something? No Are you matching your cards with the pictures? Yes Are you working alone? No

Pre-Listening (4-6 minutes) • To prepare students for the text and make it accessible

* T shows the pictures of "flight attendant", "administrator", "receptionist" one by one and ask CCQs to elicit the words. CCQs for flight attendant: Does she work in an airplane? Yes Is she a pilot? No What is her job? Flight attendant * Drilling and boarding the word and phonetic form. CCQs for administrator: Is he a manager? Yes Is he the supervisor of a company? Yes What is his job? Administrator * Drilling and boarding the word and phonetic form. CCQs for receptionist: Does she work in an office? Yes Does she answer the phone calls? Yes Does she write letters for the manager? Yes What is her job? Receptionist * Drilling and boarding the word and phonetic form. * T writes the name of the game on the board and ask the students to guess what the game is about in pair and the feedback would be open class

While-Listening #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

*T explains that they will listen to a radio game. David, Kate and Lorna ask Wayne questions about his job and his wife, Tonya's job. * T will write the names on the board and circle around W and T. * Chest the HO and give instruction for gist task: Listen and write "w" for questions about Wayne. ICQs: Are you writing a sentence? No Are you writing W for all of them? No Just for Wayne? Yes * Chest the HO, again and give instruction for gist task: Listen and write "T" for questions related to Tonya. ICQs: Are you writing "w" again? No Are you writing "T" for Tonya? Yes * Group check and then change members to check with each other. * Feedback will be given to them on a paper.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

* T will chest the HO again and explains (tracks 2.10 & 2.11) Listen to Wayne's answers and write 'Y' for yes, 'N' for no, 'D' for it depends, alone. * T writes the instruction on the board to avoid confusion. ICQs: Are you writing his answers completely? No Are you working with your partners? No * Ss do the peer check and then in group. * Answers will be written on the board by T. * T ask the students if they can guess the jobs. * Ss listen to the track 2.12 and receive the answer.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

* Ss will be paired and each student gets 2 job cards. * Instruction: Don't show your pictures to anyone. You have 4 minutes to ask questions about your friends jobs. ICQs: Do you show your pictures? No Do ask questions about your friend's job? Yes Do we have 10 minutes? No * T will do a model with a student. * Feedback on fluency will be: Who could guess? * Feedback on accuracy will be the error treatment on the board.

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