Roya Roya

New Year's Eve
Elementary level

Description

In this lesson, students listen and talk about the memories of New Year's Eve.

Materials

Abc Power point
Abc Learning app

Main Aims

  • To provide specific information listening practice using a text about New Year's Eve in the context of After listening Sts should try to memorise the world and what the speaker said.
  • To provide gist listening practice using a text about New Year's Eve in the context of After listening they should answer the gist question

Subsidiary Aims

  • To provide students with fluency and accuracy. Sts talk about their New Year's Eve memories

Procedure

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

T shows some pictures of the firework and ask if they know what they are? T asks if they remember last session's lesson (Deniz's lesson) T asks students "how did they celebrate New Year's Eve in 2020? T puts sts in BOR in 2 minutes and when sts are back they report to the class. T CCqs before sending sts to the BOR.

Pre-Reading/Listening (12-12 minutes) • To prepare students for the text and make it accessible

T gives the link of the learning app, and students alone match the words with their definitions. Then they check with each other. T then elicits the words by giving the definition and asks for the stress and drills when T shows the words. In one slide, T shows some pictures which are related to the listening. T asks students to use the pictures to make a story about Denisa and what she did on New Year's Eve. They do this part in 2 mins. Then sts go to BOR and tell their stories to their partners. In 4 mins. T ICQs before sending sts to BOR. When sts are back T does some error correction quickly.

While-Reading/Listening #1 (10-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

When sts are back, T shows questions: Where was Denisa at midnight? What did she do? Sts listen to the audio once or twice, when the listening is over sts check their answer with each other. If they are four students I will put them quickly in BOR, but if they are 2 or 3 T will close my webcam and ask sts to check their answers with each other. As feedback T shows the answer to those questions.

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

T shows the same slides with the pictures on again, with the words written under them as a clue for the students. T asks students if they remember what she said in the listening. Sts are sent to BOR and try to remember what they heard in the listening. in 3 minutes. When students are back, T does some error correction. Sts will listen to the audio and they will try to match the sentence halves which they were given before the audio was played. When the listening is over sts get the answers written in the slides.

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

T gives students a set of questions about the topic of the listening. Sts in BOR interview each other. When they are back they report back to the class about their friends who they have interviewed. In the end, T does some error correction.

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