Nick Nick

TP4
Elementary level

Materials

Abc Source of Lesson (Page 53, Cutting Edge Elementary by Sarah Cunninghma and Peter Moor Longman)

Main Aims

  • To develop gist and detailed listening skills in the context of breakfasts around the world.

Subsidiary Aims

  • To learn vocabulary related to food and breakfast
  • To develop speaking skills in the context of food around the world.

Procedure

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

INSTRUCTION: Think of a food from another country you like. Why do you like it? Discuss with peer. DEMO: T shows picture of sushi. T tells them sushi comes from Japan, he likes sushi. - T scaffold task by allowing ss to think about what food from another country they like. Individual / 1 min - T instruct ss to discuss in BOR. Pairs / 3 min - T conducts OCFB. 1 min

Gist Listening (5-7 minutes) • To provide students with less challenging gist listening tasks

INSTRUCTIONS: Look at the photos in the slide. Predict what the topic of the recording will be about. Write your idea on a sheet of paper. DEMO: T demos task by saying that he thinks they will talk about "healthy eating". T asks ICQs: Are you working in pairs or individually? (individually) Where do you write your answer? (sheet of paper) - T scaffolds by allowing ss to think and write their prediction. Individual / 1 min - T instructs ss to write their predictions in the chatbox and compare with their peers. 1min - T writes suggestions from chatbox on slide - T plays audio recording of conversation. 2 min - T asks ss if their predictions were correct then OCFB. 1 min

Detail Listening (8-10 minutes) • To provide students with more challenging detailed listening tasks

INSTRUCTION: Navigate to the Google Form task link. Listen to the audio again. Read each statement and choose if they are TRUE or FALSE. DEMO: T will show Form and demonstrate first question in task. - T instructs ss to follow link given. - T will play audio a second time. - T instruct ss to read statements and choose whether it is true or false. Individual / - T sends ss to BOR to compare answers. Pairs / - T shows answer key and conducts OCFB

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING INSTRUCTION: Read the parts of the script from the audio. Which picture do you think goes with the underlined words. DEMO: T reads first sentence and asks if underlined word is picture 1, 2 or 3. T asks ICQs to confirm comprehension. - T shows slide - T instructs ss to select which image is the underlined word - T scaffolds by allowing 2 min to think - T elicits from individual ss answers, ask whole class if they agree or not and corrects as necessary. FORM - T shows slide - T scaffolds task by allowing ss to think of what type of words the vocabulary belongs to. Individual / 30 sec - T elicits answer the OCFB PRONUNCIATION - T shows slide - T models each word paying attention to the challenging part of the words - Individual and whole class drill

Post-Reading/Listening (8-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

INSTRUCTION: In pairs, discuss the talking points shown on the slide and in the chatbox. DEMO: T reads first talking point and answers it. - T instructs ss to think and write answers to discussion points. - T instructs ss to go to BOR to discuss in pairs.

Feedback & DEC (3-5 minutes) • To provide learners with feedback on the completion of the task and language

- T conducts OCFB and elicits from ss answers to multiple talking points - T conducts DEC

Web site designed by: Nikue