My kind of place
For students to practice listening for gist and specific information and sentence stress in the context of describing favorite places in a city/the country to be able to speak about their kind of place.
For students to use the new lexis and word stress related to places in town/the country offered in the lesson to use them in the context of describing their favorite kind of place in a city/the country.
Procedure (39-45 minutes)
The teachers writes on the board, 'I have a cup of tea and a sandwich for breakfast.' The teacher asks, 'What do you have for breakfast?' Sts come to the board to brainstorm ideas and write their answers: those answers can contain singular count with 'a/an', or non-count. If none of the words shows an 'a/an', then the teacher highlights the singular form with 'a/an', and asks them to come again to put the article where appropriate on the words on the board. Now, they notice the plural form without 'a/an'. Now, the teacher writes on the board, 'What is this?' ------ 'It's ............[a bus station]. (photo of a bus station). If the students use 'bus station' without the article 'a', the teacher error corrects and highlights the 'a' in the first sentence: 'I have a cup of tea and a sandwich for breakfast.' for sts to use and correct their words. Then again: 'What is this?' ------ 'It's a bus station. (with 'a') The teacher back-chain drills the sentence to expose them to the language.
A) PW: teacher gives the slip of Ex. 1 to sts to read alone and check the words they know. The teacher draws two columns on the board: (I know - I don't know) where sts put the words to peer-clarify through examples. Now, the teacher draws sts attention to the little dots over the words (stress) x 10 of them only. They read again with the stress. The teacher elicits if this stress gives meaning, or form to the word: meaning. Here are some words to pay particular attention to and drill further in case they fall under 'I don't konw' Station /steɪʃən/ - museum /mjuːziːəm/ - mountains /maʊntinz/ - café /kæfei/ GW: FB: p. 131 picture dictionary gauges how much they really know. Monitoring supports the process of gauging how much they know by now and fixes any basic errors in stressing the words for now. GW: Mime-game: the group chooses a word to mime to the other group by one student. The other group should get it by saying it in the proper form 'a/an-0 article'. When they get it, it's the second group's turn. They can do five words so we have a winner! The sts without noticing will try to guess by suggesting other words repeatedly with 'a/an-0 article' & stress, which is a good practice for them all. B) GW: Sts discuss the activity. Teacher draws two columns on the board: (important where you live - important for your holiday) Sts take time to decide in their group, then come and write on the board in the right column. CW: Sts mingle and explain their answers.
Ex. 2: The teacher puts on the board the three photos of Auckland /ɔːklənd/ - Keswich /kəsɪk/ - Eyeries /aɪrɪːs/ The sts come to the board and discuss which is a big city, a small town, a village. Also, the discuss which things from 1a they can see in the photos. FB: The teacher draws three columns and writes Auckland, Keswich, Eyeries. sts write on the board what they can see afterwards under three columns on the board for the whole class to check. A) Ex. 3. Listening: Test: The teacher gives the slips for Ex. 3 and asks which word they don't know. They peer-explain the words. Mime: sts run a quick miming game on any of the 9 sentences, not necessarily in groups or pair. It's a CW to draw everyone's attention to the meaning of the sentences. Pre-listening: Now, sts listen for the first time for gist and share what the listening was about. While listening: now sts have to listen again and notice the stressed words. But, to draw their attention to the stressed words, teacher writes the first sentence on the board without the stress on the words 'beautiful, lake, town' and asks them to read it. Then puts the stress on the words in the sentence on the board and asks them to re-read. 'What's the difference?' Now, they are ready to listen after they know what to look for int the listening. So, they listen and read following the stress on the words. B) Sts read the question. Teacher draws four columns on the board. Sts read the 9 sentences and look for N, V, Adj, Negatives. PW: sts answer the question. FB: They read the sentences again that have a N, V, Adj, Negative emphasizing the stress.
Ex. 4: Listening for specific information. Pre-listening: sts look at the photos and try to remember how they described the photos in Ex. 2. While-listening: sts listen to the conversations A-C and match them to the photos. GW: FB: sts take notes if they like and prepare a simple presentation about the three people and their descriptions. Ex. 5: Listening for specific information Pre-listening: PW: Sts look again at the Ex. 3 and write (A) for Auckland, (K) for Keswich, and (E) for Eyeries. While-listening: sts listen again and check their answers. GW: FB: sts come in three groups and attempt to produce the script in the same order of the audio material, using the sentences from Ex. 3. They organize their material, then read out loud for the class in turns.
Ex. 6 GW: Role-play Sts role play an interview with three people from three different places in Turkey to talk about their kind of place and explain why. They need to recycle the vocabulary learned from the lesson, using the right stress.