Teaching Practice 3
To provide an opportunity for students to develop their listening skills with some aural gist and specific information activities.
To provide students an opportunity to develop their spoken fluency with some free speaking activities.
Procedure (40-48 minutes)
I will start the lesson with a group activity. I ask the students to be divided into two groups and one of the students from each group to sit on a chair and give them each a card writing the name of a celebrity. The group members are going to ask questions to the card holder to guess the name. I will ask ICQs such as: "Are you in groups or alone?" "Groups", "Is the one sitting on the chair asking questions?" "No!". I will try to give every member a chance to sit on the chair so that he/she can answer the questions. They will be activated with this activity and be introduced to the topic they are going to hear in the listening part.
I have two things to do for pre-listening part. First I will try to elicit some words from the audio they are going to listen. I will show them some pictures and will ask them to try to find the words I want. They will be "cute", "chauffeur", "cab" and "get fired". I will also use CCQs to check if they really understand the meaning. Do we use "cute" for babies or adults? "Babies!" Does chauffeur know how to drive? "Yes!" Do you pay when you get a cab or is it free? "We pay!" Is it a good thing or bad thing "to get fired"? "Bad thing!" After giving them the necessary words, I will post some other pictures of celebrities they are going to hear in the audio, on the wall. I will ask them "Who are these people?, Do you know their names, jobs and nationalities?" Once I get the answers, I will check their knowledge about them further and will have WCFB about them.
For this stage I will have three different activities. They will begin with ex.1, 7A. They will do it on their own and then will peer check their answers. First, after giving the instruction that they will listen to a track and match the speakers to the stars, I will use ICQs such as; "What are we doing?", "Are we doing alone or in pairs?" and so on. Then they will listen to the track for the first time. For second listening they will fill the blanks with the names of the speakers whoever is related to that sentence for the ex. 2, 7A. I will follow the same procedure as I do for ex.1, 7A. They will listen again and will be handed True-False sentences which will be prepared by the teacher.
I will divide them into two groups and they will get in line. I will whisper a sentence of the track they listened to into the ears of Ss who stand right in front of me and he/she will pass it back till they reach the end. The one at the end will rush to the board and will try to write the sentence he/she hears. They will get a point for each word they write correctly. I will end the game when each of the students come to the board and write a sentence.