LILIAN LILIAN

Listening lesson- Receptive skills lesson
Pre-Intermediate level

Description

In this lesson, students will be able to listen for gist as well as for specific information in the context of free time activities speakers are keen on. Furthermore, students will be able to speak about their free time activities too as a post-listening task.

Materials

Abc Audio
Abc Power point presentation

Main Aims

  • To provide specific information listening practice using a text about people talking about their free time activities in the context of free time activities
  • To provide gist listening practice using a text about People talking about their free time in the context of free time activities

Subsidiary Aims

  • To provide fluency speaking practice in a conversation about their free time activities in the context of leisure activities

Procedure

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

Teacher greets students and say: "Good Evening, I´m teacher Lilian and today we´ll talk about our free time activities" Teacher shares screen- Power point presentation. First, teacher praises students for great work on leaflets from last class and also take advantage of the topic to ask them if they like going to restaurants. Teacher says: "Are these leaflets from the internet or you created them?" Teacher says: "This is very good work with colours, pictures and good langauge" Teacher asks: "Do you love going to restaurants?" Next slide, teacher asks both questions to students as a whole group discussion. "What do you love doing? What do you hate doing?" Teacher models: "For example, I love going to the beach but I hate running! " And you, Rosaly? (Open pairs) Teacher asks Rosaly to ask Frank: "what do you hate doing?". Teacher asks some students to ask and answer before pre-teaching some lexis.

Pre-Reading/Listening (1-4 minutes) • To prepare students for the text and make it accessible

Teacher pre-teaches some vocabulary through guided discovery before students do the listening task. Teacher shares screen and asks students to match the pictures and their meanings. Teacher says: "Look at the pictures, what are they? Write your answers in the chatbox quickly. For example (Teacher writes on chatbox: 4-a)" If tome allows: Teacher could briefly drill some words or ask some personal questions related to them to check meaning. "Rosaly, do you like frozen food?" "David, do you like going to stadiums?" "Frank, do you like going to clubs?"

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher tells students that they´ll listen to three people: Logan, Quentin and Laura. Teacher shares her screen and show students some options of answers and then teacher asks: "What are they talking about? Choose THREE answers" The options are: ( ) going to the beach ( ) cooking ( ) meditating ( )going to museums or galleries ( ) going to stadiums Teacher sends the link to students and ask: (Link:https://docs.google.com/document/d/1EoPmft8p0xLsQwVRtLDI74W-WHbDNA6cxpjirFANUyU/edit) Received? Yes/No? ( - ) Do you have to speak or to listen? (listen) Do you have to choose one option or three options? ( 2 options) Teachers plays the recording so students listen for gist first. After students have finished, teacher asks them to check their answers in pairs for one minute only. Teacher assings students to breakout rooms. Teacher says: "Now, check your answers in pairs for one minute" Teacher shows students the answers as they return from Breakout rooms

While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher tells students they will listen one more time and that this time they should pay more attention. The same link will be used. (link: https://docs.google.com/document/d/1EoPmft8p0xLsQwVRtLDI74W-WHbDNA6cxpjirFANUyU/edit) Teacher says: "Let´s listen again with more attention and put T for true and F for False" Teacher asks students to read silently the options for 30 seconds. The options are: 1- Logan loves going to clubs (T) 2- Logan always cooks (F- he eats out with friends or buy frozen food) 3 - Quentin really hates cinema and art (F- He loves them!) 4- Laura loves going to stadiums (T) 5- Laura´s favourite place in London is a restaurant near her house (F- It´s the bookshop) After students have finished the task, teacher asks them to check their answers in breakout rooms so they are more confident to check them with whole group. Teacher says: "Now, check the answers with your friend for two minutes" After students have checked their answers in pairs, teacher plays the recording one more time so they diuble-check answers. Teacher says: " Now, listen one more time" Teacher shows them the answers and if time allows, elicit from students why the false ones are false.

Post-Reading/Listening (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher asks students to talk in pairs for 5 minutes and talk about what they like doing in their free time. Teacher says: " What do you like doing in your free time? Why? " Teacher models: "For example, I love watching films, sleeping and cooking because they are relaxing" Teacher says: "Talk in pairs for five minutes" ICQs: Are you working individually or in pairs? Are you talking about work or what you do in your free time? After students have finished, teacher collects some content feedback and if time allows, teacher provides some laguage feedback as well. I order to give students sense of achievement, teacher asks some questions to wrap up the class, such as: Did you enjoy the lesson?

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