Canan Sevimel Canan Sevimel

Teaching Practice 3
Elementary level

Description

This lesson's aim is to enable students to boost their listening skills- for gist and specific purposes. While doing so, they will be familiar with lexis concerning asking for permission and response- based on the activities from Straightforward Elem. SsBk, pg 59.

Materials

Ufmwtxowri6csd5ova9a tourist lead in tourist-lead in.jpg
Rxrbenqztusp39zthqng straightforward elem tsbk u5d Straightforward Elem TsBk U5d.pdf
Ooabe3akrbqyrzkqzitu sorry Sorry.rtf
6azgjczrtfiwmtznudtg beware Beware.rtf
Yofikusoqmirfwni4rto this phone.. This phone...rtf
Ooedp55dspgijw6jgiym baggage service Baggage Service.rtf
Nif2n3ivtuc68flhqzfz straightforward elem ssbk u5d pp58 59 plus p132 138 language notes and tapescripts Straightforward Elem SsBk U5d pp58-59 plus p132_138_language notes and tapescripts.pdf

Main Aims

  • To provide gist and detailed information through listening in the context of staying at a hotel.

Subsidiary Aims

  • Lexis concerning asking for permission and giving response.

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Brainstorm: I will project a photo of female and male tourist on WB. Ask Ss: Who are they? -Tourists What are they doing now?- seeing different places/taking photos. Where do they stay?- at a hotel/guest house Imagine you are a tourist, what facilities do you want at a hotel? elicit from Ss- warm rooms, comfort, meals, the price, location etc. Ss write their answers around the photo on the WB for themselves.

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

Hang four photos on WB, * This phone is not for guests! *Beware of dog! *Sorry we do not take Amerixan Express. *Baggage Service is £ 2.00!!! Elicit some possibly unknown words- beware, guest, baggage telling exemplary situations and asking CCQs, like Is there a dog here? yes. Do I know there is a dog? yes.

While-Reading/Listening #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Remind them the characters in the record. Valerie.-Who is she? A tour guide Herb and Hannah- where are they from? Texas, USA. They listen to 4 dialogues and match them with the relevant photos. Play the record if necessary and pairs check their answers and they write their answers next to the photos and other groups state if they agree. I cross out the correct answer among them.

While-Listening #2 (9-10 minutes) • To provide students with a more challenging detailed, inference listening task.

I give them the conversation text and they read it on their own in 2 minutes. Get feedback from Ss: What is the text about? Volunteers and/or others I nominate say orally to the whole class. I make them familiar with some possibly unknown words - public, dangerous, private, asking CCQs and eliciting from the Ss. They listen to the text again fill in the blanks and check with a partner. If necessary, play the record again. I project the ex on the board and Ss come to board one by one and write the answers in the blanks. I clarify the correct answers.

Highlighting (5-7 minutes) • To draw Ss' attention to the target language.

Draw a chart on the board: Asking for Permission & Giving positive and negative answers. Give one example and elicit others from Ss, they will find in the text. Model and drill for the pronunciation chorally and individually.

Controlled Practice (6-10 minutes) • To give Ss chance to practice target language.

Ss make jumbled words into guestions for permission and check in pairs. Ssk and answer in groups of 3 or 4.If time allows I write some errors on WB and let Ss correct them.

Web site designed by: Nikue