To provide specific information listening practice using a text about Daily Life Activities in the context of Cartoon Character
To provide review of Daily Life Activities in the context of Cartoon Character
Procedure (45-66 minutes)
PRE-LISTENING 1) The teacher shows concrete materials which he/she has already brought to the class and asks what they are. (The teacher might show the correct pronunciation of the words and make students repeat.) [Activate Schemata] 2) The teacher asks some questions about the pictures/photoes that is shown at the interactive whiteboard. (What is he/she doing?) [Pre-Teach Vovabulary]
WHILE LISTENING 1) The teacher prepares the record to play in the classroom. 2) The teacher asks students to identify and note down what activities the cartoon character does regularly in his/her daily life while listening. 3) The teacher plays the record for the first time.
POST-LISTENING 1) The teacher asks Concept Checking Questions. (What does the cartoon character do in the mornings?, etc...) 2) The teacher asks students what activities they are doing in their daily lives. (Expecting riding a bicycle, etc...)
1) The teacher spreads copies of the transcipt of the record in which daily activities(Brushing teeth, Washing hands, etc...) are bold. 2) The teacher asks students to read the trascript. 3) After enough time, the teacher reads them out loud by miming the activities and makes students repeat to correct their pronunciation if necessary. 4) The teacher explains that we do some activities regularly and these are called "Daily Activities". (To wash hands, to brush teeth, to wake up early, to have breakfast at 10 am, etc...)
Students try to reorganize the daily activities in complex orders. [For Example: early - up - wake / breakfast - have / teeth - brush - your, etc...]
Students try to create new sentences from the complex orders given by adding suffixes (if necessary). [For Example: Early - She - Up - Wake / Teeth - They - Brush, etc...]
The teacher seperates the students into pairs and asks each individual in the pair to learn as much information as he/she can learn. The teacher also writes possible questions to get some information to the blackboard. [For Example: 1) When do you wake up? 2) At what time do you have breakfast? 3) Do you ride a bicycle?, etc...] After the task is completed, the teacher asks some questions to the individuals in the pair about their partners.