To provide gist and specific information lıstenıng
To provide fluency speaking practice in a conversatıon in the context of anımals
Procedure (34-47 minutes)
Teacher shows pictures of a cat, a dog, a snake, a parrot, a rat, hamster, a spider and a pig. First teacher asks students to remember the word then gives the correct answer in case they don't know it or pronounces it correctly in case their pronunciation is wrong.At the next step teacher puts pictures on one side of the board WB and stripes of paper containing the words for animals and by asking questions again asks a few students to come to the board in turn and match them. Next, the teacher asks asks students about which animals they can see in the streets of Istanbul and which Turkish people keep at home. Students answer the questions. Teacher then draws a house and a street on WB and by asking about the difference of an animal's being in the street or inside a house elicits the word "pet".
Teacher puts the pictures of a man, a woman and a teenage boy on WB and tells students to listen to the cd and answer the question "Which animal do they have? " Teacher asks ICQ such as "What do we do now?" Students listen to the cd , teacher tells them to check the answers with their pair-partners and gets feedback from the whole class. In case students got it all wrong, teacher replays the cd.
Teacher asks students to change their seats to make sure students interact with different people in class.Teacher stands in the middle of the room, chests the material and explains to students that they have to read the statements and try to remember or guess which of the statements were mentioned in the listening. Students get the hand outs from teacher.Teacher gives them 1 or 2 minutes to read the sentences and asks them to check their assumptions with their partners. Teacher plays the recording again, students listen and mark the answers, then check them with their partners. Teacher observes students' discussion, and asks one of the students who has completed the task before others to write the right answers on the WB.Next, all students check their answers with the WB.
Teacher explains to the students that this time they listen and also add letters G M T next to the statements depending on the speaker that has said the statement,Teacher plays the recording again, students listen and mark the answers, then check them with their partners. Teacher observes students' discussion, and asks one of the students who has completed the task before others to write the right answers on the WB.Next, all students check their answers with the WB. Teacher asks CCQ such as "Which words helped you understand that?" or "What else did he/she say about his/her pet?" Teacher checks how well students coped with the task. If there are many confusing points and enough time, teacher replays specific parts of the recording to make sure students understand their mistakes. Alternatively, if time is limited, the teacher delivers hand outs with listening script with underlined answers for students to check their problem questions.
Teacher tells students to think about and discuss in pairs the presence of which of these qualities in their own pets or friends are important for them . To give students an example teacher mentions a few things important or unimportant for her.Students share their opinions. Next, teacher picks a mike-shaped object and asks students to give feedback about their partners.Each student using "the mike" passes it over to someone else.
Teacher tells students a true short story about how a cat got into their home and had kittens in their wardrobe. Teacher asks students to share with their partners about any interesting things they know about animals or if they have any interesting stories to tell. Students are given time before feedback.The mike is passed over from student to student.