Cesar Becerra Cesar Becerra

TP 2
Pre-intermediate level

Description

In this lesson, students will practice their listening for gist and listening for detail skills through a recording of four people speaking of clothes they bought but never wore. They will first engage with the topic by discussing their opinions about shopping with their peers. Then, they will work with difficult vocabulary. After that they will listen and answer questions and, finally, they will practice their speaking skills as they answer the same question as the people in the recording.

Materials

Abc Audio file
Cbwqfutq9jrgbf287?size=16&default=html Google Forms
Dgn57qtusgcz9xdc8?size=16&default=html Google Forms 2
Edit?usp=sharing?size=16&default=html Digital handout (Google Slides)

Main Aims

  • For students to practice their gist and detailed listening skills in the context of shopping for clothes.

Subsidiary Aims

  • For students to practice their speaking skills as they discuss their own experience in clothes shopping.

Procedure

Rapport (2-2 minutes) • To make students feel welcome, noticed, and members of a friendly, learning environment.

1. T. greets and asks Ss how they are. 2. (depending on number of students and time spent on 1) T. asks Ss various questions about the room they are in, their clothes, etc.

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

1. T. Shows students questions about shopping (with stimulating pictures) and briefly answers one, as an example. 2. Ss. discuss questions in pairs (breakout rooms) as T. monitors. (2 minutes) 3. T. nominates students to share their partner's ideas.

Pre-Listening (10-12 minutes) • For students to review difficult vocabulary (MFP) that they will encounter in the recording.

1. T. shows students the slides with questions and gives an example of how to solve them. Then, T. shares the link. 2. Ss work in pairs (breakout rooms) to answer each slide while T. monitors. 3. T. nominates Ss. to share their answers. T. elicits the correct answer from other students if there is confusion. 4. T. goes over pronunciation with the entire group.

Listening for general understanding (3-3 minutes) • To provide students with listening for gist practice

1. T. Shares screen to show the google forms students will answer and gives instructions before sharing the link. 2. T. plays audio for the entire group as Ss try to answer google forms.

Peer check (1-2 minutes) • For students to compare answers and build confidence before open class feedback.

1. Ss compare answers in pairs (breakout rooms) as T. monitors

Open class feedback (2-3 minutes) • For students to know if their answers were correct and to listen to the audio again if they were wrong.

1. T. nominates Ss. to share their answers. T. has google forms open and is answering as Ss. contribute. 2. If there is a disagreement, T. tells Ss. to explain why they chose an answer and not another. Then, T. plays part of the audio file again. 3. T. congratulates Ss.

Listening for detail (4-4 minutes) • To provide students practice in listening for detail

1. T. shares screen to show Google Forms that Ss. will answer and gives instruction BEFORE sharing link. 2. T. shares link for Google Forms and plays audio file for the entire group, as Ss attempt to answer. 3. T. tells Ss he will replay one of the four sections. Ss. vote and T. replays that section.

Peer check (2-2 minutes) • For students to compare answers and build confidence before open class feedback

1. Ss compare answers in pairs (breakout rooms) as T. monitors.

Open class feedback (4-4 minutes) • For students to learn if their answer was right or to listen again to the audio if their answer is wrong.

1. T. nominates Ss. to share their answers as he shares his screen and answers Google Forms so everyone can see. 2. Ss. debate if there is a disagreement and T. plays audio for them again, specially if they are wrong.

Post-listening (2-2 minutes) • For students to respond to the text and to practice their speaking skills.

1. Ss discuss in pairs (breakout rooms) the following questions: "Have you ever bought something that you've never worn? What was it?" 2. T. monitors

Post-task feedback (3-3 minutes) • For students to share with the entire group their ideas, hear their classmates ideas, and to further practice speaking.

1. T. nominates Ss to share their partner's answers. 2. If Ss. say something interesting, T. highlights it.

Delayed error correction (4-4 minutes) • For students to learn from the mistakes they and their classmates made.

1. T. shares screen with sentences containing mistakes made throughout the lesson 2. T. elicitis the correct form from Ss.

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