Natalia Foster Natalia Foster

TP 7 - Listening

Materials

Main Aims

  • By the end of the lesson, the learners will have practiced listening for gist and detailed information, in the context of sharing opinions about pet ownership

Subsidiary Aims

  • Learners will have also practiced their fluency for speaking in the post-task discussion
  • Learners will have also discovered the MFP of five new lexical items.

Procedure

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

Greeting, introduction Learners are directed to open Jamboard with Q Jamboard with Q: Are you a dog person or a cat person? https://jamboard.google.com/d/1qI5En6OZ8HgpmcSp9M6Kue0ZV5vQVs3J_L5LO4Fql70/edit?usp=sharing Learners write sticky notes with their preferences. Learners can choose both (cats and dogs) – 1 minute T looks over and notes if the group has more dog people or cat people. Pair up the students in breakout rooms – 2 minutes Learners ask each other and discuss the questions: Do you prefer dogs or cats? Why? Write your arguments for and against in the chat box. OCFB – 1 minute Call out individual learners and hear them out.

Listening for Gist (5-6 minutes) • To prepare students for the text and make it accessible

T tells learners they will listen to an audio recording to get the general idea of the conversation. . T asks the learners go to Google Forms https://docs.google.com/presentation/d/1AGPE4clFbOh89AQXWGOQdjkwzA4HyoJsZrwmpPY9aKQ/edit?usp=sharing and listen to the audio on Slide 2 . Learners listen to the audio recording first time for gist. – 3 minutes ( Alternative location of the audio clip (if Google does not play): https://drive.google.com/drive/folders/1DWybFtXmFg4MwxEfz-HkP3_EgdG7B8r1 ) T asks learners to look at statements on Slide 3, choose the best summary of the conversation and put the # in the chat box. (Correct answer #1) 1/ Moira loves that dogs are real companions, Ken doesn’t want a pet to be too demanding. 2/ Ken hates that dogs smell, Moira doesn’t like the idea of having an independent pet. 3/ Moira believes that you can’t trust cats, Ken says that you shouldn’t need to train an animal. T then conducts OCFB calling individual students to share their answers.

Listening for Details (10-12 minutes) • To provide students with specific information listening tasks

Learners listen to the conversation again. Now they need to decide which statements are True or False. Google forms – True or False quiz https://docs.google.com/forms/d/e/1FAIpQLSfcGSjLLVA3zST_KnCqXXrHI2FoM2Gni-ie63zg5tvNPqHomg/viewform?usp=sf_link Learners must write their name when answering the first Q. 1/ Moira says that dogs are more trustworthy than cats. - T 2/ The problem for Ken is that dogs take over your life. - T 3/ Moira understands that independence is a positive virtue in pets. - F 4/ Ken would like to more with his cat. - F 5/ Ken complains that dogs are dirty. - T 6/ In the end, they agree to disagree. – T Learners work individually for 2 minutes. T puts learners in breakout rooms. Then learners compare answers with their partner in a breakout room before they submit. Breakout rooms – 2 minutes T checks with the learners if they want the audio replayed one more time before OCFB. T conducts OCFB, shows the results of the quiz and asks to correct false statements calling out individual students.

Post-Teach Vocabulary and MAFP (10-12 minutes) • To provide students with free practice of language analysis task

The learners will analyse M and F of the words/ collocations as Guided Discovery activity They need to open their individual folder on Google Forms https://drive.google.com/drive/folders/1RO2usqlhqkqAfdFWo6xAm4mRxCRhjOiQ The files will have the task included on the page. Instructions: Analyze the sentences below taken from the audio text. For the words in bold, work out the definition using the context. You can use an online dictionary (https://www.macmillandictionary.com/us or https://dictionary.cambridge.org/us/). Also decide what part of speech is it (verb / adjective / noun / other)? Is it formal, neutral or informal? Give a synonym. Write a sentence structure. 1/ A cat couldn’t care less half the time. 2/ Ok, point taken. 3/ My problem with dogs is that they are too just too needy and it is so time consuming having a dog. 4/ Cats are genuinely independent, they are self-sufficient. 5/ There’s one more really important thing to bear in mind. T demos first collocation: A cat couldn’t care less haft the time. Meaning: Couldn’t care less - used to express complete indifference. Doesn’t matter. A cat couldn’t care less haft the time. (informal) Synonyms: indifferent, don’t care CCQs Do cats want to be by your side all the time? – No What do cats do half the time? – Mind their own business Do cats make good companion animals? – Half the time Form: Auxiliary verb Could + care + less + that + complement Pronunciation: Couldn’t care less / / kʊdnt cɜɾ ləs / Stress falls on Couldn’t Learners work in pairs in breakout rooms and fill in the M and F for 2 vocabulary words /collocations and analyse the words/collocations written on their page. Half of the class will be doing #2 and 3, another half of the class will be doing #4 and 5. 4 minute activity. In 4 minutes T conducts OCFB by going over MAF for each word/ collocation.

Post-Listening and DEC (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Slide 4 T asks learners to work in pairs and express their own opinions using the collocations (analysed earlier) and words below: 1/ Compare dogs and cats. 2/ Do you live in a pet-friendly society or not? In what way is it apparent? Use some of the words Care less Time consuming Bear in mind Stick with Point taken Self-sufficient Reliable Needy Interactive Adaptive Neurotic Fearful Obedient T conducts OCFB and asks individual students about their partners’ opinions. DEC

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