Sulenur BILGIN Sulenur BILGIN

Listening Lesson
Upper-intermediate level

Description

In this lesson, students will listen to an audio about past and present family habits. First, the lesson starts with a personalized question, then students will work together answering the questions according to the pictures. This is followed by the gist-listening task. Then students are given the detailed task and listen again. Finally, in the freer task, students are expected to speak in pairs about their family habits.

Materials

Abc Audio 9.6
Abc Source Book
Abc Lead-in Questions
Abc Lead-in Picture
Abc Gist-listening Discussion Questions
Abc Freer Task
Abc Specific Information Listening Task

Main Aims

  • To provide gist listening practice using a text about past and present habits of families in the context of me and my parents.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation and discussion in the context of past and present family habits.

Procedure

Lead-in (6-6 minutes) • To set lesson context and engage students

Firstly, the lesson starts with a personalized question about family relations to engage the students to the lesson. T announces that SS will read the question for fifteen seconds and answer in the main session. After getting a few answers from the SS, T will show the three questions that SS will discuss in groups as "group potato" and "group broccoli." Then, T sends the images that SS need to discuss the questions in the chat box. T creates two groups and wants SS to discuss the questions for three minutes in BORs. T: "Who is in "group potato?" (Group potato SS answers) T: "Who is in "group broccoli?" (Group broccoli SS answers) At the end of the task, T asks a few of the students about their friends' answers to the questions.

Pre-Listening (10-10 minutes) • To prepare students for the text and make it accessible

Firstly, SS will be sent a link where they will find seven vocabulary and seven definitions. T announces that SS will match the vocabulary with the pictures in the BORs in pairs for four minutes. T: "Will you match them together?" (Yes) While the SS are in the breakout rooms, T will monitor them and observe if there are any difficult vocabulary item for the SS. If there are; T will first show the AK and asks SS to check their answers for thirty seconds. Then, T elicits and asks some CCQs about the difficult item and drills it. Possible items that SS may find difficult; 1-"lenient" T: "You think you will be sentenced 30 years in prison, but, the judge sentenced you only 2 months. Is the punishment strong/harsh? (No) T: "Is it lenient?" (Yes) 2-"shut yourself away" T: "You are a bit angry and you shut yourself in your room. Does it mean that you want to be alone?" (Yes) T: "Do you want to talk to people?" (No) 3-"nag" T: "Your mother is always complaining about you. You are very annoyed. Does it mean that she is talking nicely? (No) T: "Is she nagging you?" (Yes)

While-Listening #1 (7-7 minutes) • To provide students with less challenging gist listening tasks.

T shows the gist-listening questions to the SS and also sends them in the chat box. T announces that SS will listen to the audio and go to the BORs to discuss the questions together for three minutes. T monitors the SS in the BORs and provides assistance if necessary. At the end, T shows the answers and wants SS to check their answers for forty seconds.

While-Listening #2 (10-10 minutes) • To provide students with more challenging detailed listening tasks.

T announces that SS will listen the audio again but this time they will be given some sentences taken from the listening text. T explains that the sentences are a bit different from the actual ones and they will find the actual words while listening. T: "Are the sentences are the same in the audio?" (No) T: "Will you find the actual words?" (Yes) Then, T puts SS into BORs to check their answers for three minutes. Finally, T provides a coloured answer key and wants to check their answers for thirty seconds.

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

Finally, SS are expected to talk about their own past and family habits and relation in the BORs for six minutes. T: "What will you talk about?" (past and present family habits and relation) T monitors the SS in the BORs and take notes of the mistakes into a Word document and provide colour-coding if there is enough time to do it. At the end, T provides a whole-class oral feedback.

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